Effect of educational music intervention on emotion regulation skills of first-year university music education students

Background:Making music and listening to music have been found to contribute to positive mental health. In this study, we examined whether educational music intervention improved emotion regulation skills among first-year university music education students. Methods:The design of the study consisted of a randomized controlled trial with a treatment group as well as a control group. Students were randomly distributed to an intervention group and a control group. Students in the intervention group participated in twice-weekly group sessions for 8 weeks that discussed problem-solving skills, calming techniques, and retraining attributions. Instruments for data collection were; the Emotion Regulation Skills Scale and the Emotion Regulation Questionnaire. Results:Results demonstrate that educational music intervention can facilitate the development of emotional regulation skills in undergraduate students majoring in music education. Conclusion:Based on the results of this study, educational music intervention is effective in enhancing emotional regulation among first-year undergraduate music education students. The educational music program provides participants with the opportunity to enhance their ability to regulate their emotions.