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

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.