Understanding the Association between Musical Sophistication and Well-Being in Music Students

Michel A. Cara, Constanza Lobos, Mario Varas and Oscar Torres
Additional contact information
Michel A. Cara: Department of Pedagogy, Music Institute, Faculty of Philosophy and Education, Pontifical Catholic University of Valparaíso, Valparaíso 2370688, Chile
Constanza Lobos: Department of Sociology, Faculty of Social Sciences, Alberto Hurtado University, Santiago 8340575, Chile
Mario Varas: Department of Pedagogy, Music Institute, Faculty of Philosophy and Education, Pontifical Catholic University of Valparaíso, Valparaíso 2370688, Chile
Oscar Torres: Department of Pedagogy, Music Institute, Faculty of Philosophy and Education, Pontifical Catholic University of Valparaíso, Valparaíso 2370688, Chile

IJERPH, 2022, vol. 19, issue 7, 1-23

Abstract: Quality of life and mental health are topics under discussion in the university environment that pose new educational challenges. Public policy in Chile establishes the need to track students who are starting university and who could find themselves at possible academic risk (Law 20. 903). These transition processes experienced by students therefore need to be guided to improve the students’ quality of life. Using a mixed design, the present study analyzes the association between musical sophistication (Ollen, 2006), students’ well-being, and the performance of first-year students training to be music teachers ( n = 25). The Ollen Musical Sophistication questionnaire and the Spanish version of the PERMA-profiler, a questionnaire for assessing well-being, were applied. In order to obtain detailed information about learning processes and educational needs, seven interviews were conducted. Results indicate a negative correlation between musical sophistication on the one hand and negative emotions (anxiety and anger) and loneliness on the other. This is reflected in less consistent academic performance, difficulties in identity development, and reduced motivation to face new challenges besides musical learning. We concluded that knowledge and observation of students’ previous musical experience is crucial for understanding and supporting the educational transition process and well-being of student music teachers.

Keywords: musical sophistication; PERMA-profiler; undergraduate student music teachers; well-being; students’ transition (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
References: View complete reference list from CitEc
Citations: View citations in EconPapers (1)

Downloads: (external link)
https://www.mdpi.com/1660-4601/19/7/3867/pdf (application/pdf)
https://www.mdpi.com/1660-4601/19/7/3867/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jijerp:v:19:y:2022:i:7:p:3867-:d:778585

Access Statistics for this article

IJERPH is currently edited by Ms. Jenna Liu

More articles in IJERPH from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().