Effect of Weekly Time Spent Learning and Practicing Musical Instruments on the Intensity of Jitteriness among High School Teenagers in Mainland China
DOI:
https://doi.org/10.47611/jsrhs.v12i4.5515Keywords:
Music, Negative emotions (Jitteriness), Teenagers, Mainland China, Linear modelingAbstract
Psychological disorders have become increasingly prevalent [Liang, 2021]. Among 875 cases, 33.03% of high school students in Mainland China possess some psychological problems [Liang, 2021]. Research has shown that successful musical engagement positively affects physical, social, educational, cognitive, and emotional health [Wang (2022).]. Unfortunately, Chinese teenagers aren't thoroughly studied the connection between musical training and mental health [Pang et al. (2017)]. Also, no statistically significant association between music playing and psychological well-being is seen in previous research [Wesseldijk et al. (2019)]. So, this study investigates how time spent practicing musical instruments influences the intensity of jitteriness among high school teenagers (15~18 years old) to provide insights about mental health-directed musical education in mainland China. A web-based, cross-sectional survey was conducted with a convenience and snowball sample of 200 teenagers from mainland China across 11 provinces. Models were conducted hierarchically using linear regression. In the univariate model, time spent practicing musical instruments weekly was associated negatively with the intensity of jitteriness (β=-0.151, p-value=0.033). In the multivariant model, participants' time spent practicing musical instruments per week was significantly and negatively associated with the intensity of jitteriness (β=-0.312, p-value=0.001), adjusted for confounding variables: total time spent on playing musical instruments, positive emotion intensity, negative emotion intensity (other than jittery), and age. The model was built using simple linear regression with r2=0.267. This study shows a significant negative association between weekly time spent practicing musical instruments and the intensity of negative emotions.
Downloads
References or Bibliography
Armentrout, D., & Caple, J. (2001). The jittery newborn. Journal of Pediatric Health Care, 15(3), 147–149. https://doi.org/10.1067/mph.2001.114820
Barbayannis, G., Bandari, M., Zheng, X., Baquerizo, H., Pecor, K. W., & Ming, X. (2022). Academic Stress and Mental Well-Being in College Students: Correlations, Affected Groups, and COVID-19. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.886344
BSc, E. H. (2023). Using the Cognitive Emotion Regulation Questionnaire. PositivePsychology.com. https://positivepsychology.com/emotion-regulation-questionnaire/
Carter, C. E., & Grahn, J. A. (2016). Optimizing Music Learning: Exploring How Blocked and Interleaved Practice Schedules Affect Advanced Performance. Frontiers in Psychology, 7. https://doi.org/10.3389/fpsyg.2016.01251
Chin, T., & Rickard, N. (2014). Beyond positive and negative trait affect: Flourishing through music engagement. Psychology of Well-being, 4(1). https://doi.org/10.1186/s13612-014-0025-4
Comeau, G., Huta, V., Lu, Y., & Swirp, M. (2019). The Motivation for Learning Music (MLM) Questionnaire: Assessing Children’s and Adolescents’ Autonomous Motivation for Learning a Musical Instrument. Motivation and Emotion, 43(5), 705–718. https://doi.org/10.1007/s11031-019-09769-7
Creech, A. (2010). Learning a Musical Instrument: The Case for Parental Support. Music Education Research, 12(1), 13–32. https://doi.org/10.1080/14613800903569237
Cui, C. (2023). Measuring parental involvement as parental actions in children’s private music lessons in China. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1061765
Díaz-García, A., González-Robles, A., Mor, S., Mira, A., Quero, S., García-Palacios, A., Baños, R. M., & Botella, C. (2020). Positive and Negative Affect Schedule (PANAS): psychometric properties of the online Spanish version in a clinical sample with emotional disorders. BMC Psychiatry, 20(1). https://doi.org/10.1186/s12888-020-2472-1
Dingle, G. A., Sharman, L., Bauer, Z., Beckman, E., Broughton, M., Bunzli, E., Davidson, R., Draper, G., Fairley, S., Farrell, C., Flynn, L., Gomersall, S. R., Hong, M., Larwood, J., Lee, C., Lee, J., Nitschinsk, L., Peluso, N., Reedman, S., . . . Wright, O. (2021). How do Music Activities Affect Health and Well-Being? A scoping review of studies examining psychosocial mechanisms. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.713818
Harney, C., Johnson, J., Bailes, F., & Havelka, J. (2022). Is music listening an effective intervention for reducing anxiety? A systematic review and meta-analysis of controlled studies. Musicae Scientiae, 102986492110469. https://doi.org/10.1177/10298649211046979
Henry, N., Kayser, D., & Egermann, H. (2021). Music in Mood Regulation and Coping Orientations in Response to COVID-19 Lockdown Measures Within the United Kingdom. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.647879
Jiang, S., Ren, Q., Jiang, C., & Wang, L. (2021). Academic stress and depression of Chinese adolescents in junior high schools: Moderated mediation model of school burnout and self-esteem. Journal of Affective Disorders, 295, 384–389. https://doi.org/10.1016/j.jad.2021.08.085
Journal of Research in Music Education: Sage Journals. (2023, August 4). Sage Journals. https://journals.sagepub.com/home/jrm
Karim, J., Weisz, R., & Rehman, S. U. (2011). International positive and negative affect schedule short-form (I-PANAS-SF): Testing for factorial invariance across cultures. Procedia - Social and Behavioral Sciences, 15, 2016–2022. https://doi.org/10.1016/j.sbspro.2011.04.046
Klonsky, E. D., Victor, S. E., Hibbert, A. S., & Hajcak, G. (2019). The Multidimensional Emotion Questionnaire (MEQ): rationale and initial psychometric properties. Journal of Psychopathology and Behavioral Assessment, 41(3), 409–424. https://doi.org/10.1007/s10862-019-09741-2
Liu, B., Chen, L., & Tu, X. (2015). Chinese adaptation of Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CCA): A psychometric evaluation in Chinese children. International Journal of Psychology, 52(5), 398–405. https://doi.org/10.1002/ijop.12233
Liu, J., You, R., Liu, H., & Chung, P. (2020). Chinese version of the international positive and negative affect schedule short form: factor structure and measurement invariance. Health and Quality of Life Outcomes, 18(1). https://doi.org/10.1186/s12955-020-01526-6
Magraner, J. S. B., Bernabé-Valero, G., Marín-Liébana, P., & Nicolás, A. M. B. (2023). Changing Positive and Negative Affects Through Music Experiences: A Study With University Students. BMC Psychology, 11(1). https://doi.org/10.1186/s40359-023-01110-9
Moltrasio, J., Dominguez, F., Detlefsen, V., & Rubinstein, W. (2021). Música Y Emocionalidad: Efectos De La Música Sobre El Estado De Ánimo Y La Memoria Verbal. Vertex Revista Argentina De PsiquiatríA., 32(154), 14–20. https://doi.org/10.53680/vertex.v32i154.111
Musicnotes. (2023). How Much Should You Practice Your Instrument? — Musicnotes Now. Musicnotes. https://www.musicnotes.com/blog/how-much-should-you-practice-your-instrument/
Okely, J. A., Deary, I. J., & Overy, K. (2021). The Edinburgh Lifetime Musical Experience Questionnaire (ELMEQ): Responses and Non-musical Correlates in the Lothian Birth Cohort 1936. PLOS ONE, 16(7), e0254176. https://doi.org/10.1371/journal.pone.0254176
Pang, S., Liu, J., Mahesh, M., Chua, B. Y., Shahwan, S., Lee, S. P., Vaingankar, J. A., Abdin, E., Fung, D., Chong, S. A., & Subramaniam, M. (2017). Stigma Among Singaporean Youth: A Cross-sectional Study on Adolescent Attitudes Towards Serious Mental Illness and Social Tolerance in a Multiethnic Population. BMJ Open, 7(10), e016432. https://doi.org/10.1136/bmjopen-2017-016432
Reimer, B. (1989). Music education in China: an overview and some issues. The Journal of Aesthetic Education, 23(1), 65. https://doi.org/10.2307/3332889
Sun, J. (2022). Exploring the impact of music education on the psychological and academic outcomes of students: Mediating role of Self-Efficacy and Self-Esteem. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.841204
The Child as Musician. (n.d.). Google Books. https://books.google.co.kr/books?hl=zh-CN&lr=&id=I7alCgAAQBAJ&oi=fnd&pg=PA401&dq=how+to+practice+musical+instruments+effectively&ots=pe68oYinUn&sig=NB-G0k30V_RmhaAdUShYnqTyU7M&redir_esc=y#v=onepage&q=how%20to%20practice%20musical%20instruments%20effective
The Experiment Factory: Survey. (n.d.). http://expfactory.org/experiments/erq_survey/preview
Upitis, R., Abrami, P. C., Brook, J., & King, M. (2016). Parental involvement in children’s independent music lessons. Music Education Research, 19(1), 74–98. https://doi.org/10.1080/14613808.2016.1202220
Wang, F., Huang, X., Zeb, S., Liu, D., & Wang, Y. (2022). Impact of Music Education on Mental Health of Higher Education Students: Moderating Role of Emotional Intelligence. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.938090
Wesseldijk, L. W., Ullén, F., & Mosing, M. A. (2019). The effects of playing music on mental health outcomes. Scientific Reports, 9(1). https://doi.org/10.1038/s41598-019-49099-9
Widiasih, N., Wiguna, T., Purwadianto, A., Soemantri, D., Indriatmi, W., Poerwandari, E. K., Mahajudin, M. S., Nugrahadi, N. R., Roekman, A. E., Raharjanti, N. W., Ramadianto, A. S., Kekalih, A., & Levania, M. K. (2023). Translation, adaptation, validity and reliability of Multidimensional Emotion Questionnaire for Indonesian forensic psychiatry context. Heliyon, 9(3), e13787. https://doi.org/10.1016/j.heliyon.2023.e13787
Wu, X., & Lu, X. (2021). Musical training in the development of empathy and prosocial behaviors. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.661769
Zhang, D., Akhter, S., Kumar, T., & Nguyen, N. T. (2022). Lack of emotional experience, resistance to innovation, and dissatisfied musicians influence on music unattractive education. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.922400
Zhukov, K. (n.d.). Effective Practising: A Research Perspective. https://eric.ed.gov/?id=EJ912405
Published
How to Cite
Issue
Section
Copyright (c) 2023 Yinfu Lyu
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright holder(s) granted JSR a perpetual, non-exclusive license to distriute & display this article.
