Enhancing Resilience and Well-Being in Music Education Majors: Promoting Academic and Emotional Development
DOI:
https://doi.org/10.71222/hk44sa03Keywords:
positive psychology, psychological intervention, music education, mental health, PERMA modelAbstract
This study aims to investigate the effectiveness of enhancing resilience and well-being in music education majors through a positive psychology approach, with a focus on supporting their academic and emotional development. Initially, the research examines the significant role of music education in mental health, emphasizing ways to improve students' overall psychological well-being through measurable psychological variables. It further discusses theories related to positive psychology, utilizing the PERMA model (Pleasure, Engagement, Relationships, Meaning, Accomplishment) as a theoretical framework to illustrate the strong association between music education and students' psychological resilience. This study adopts a mixed-methods approach, combining quantitative and qualitative analyses in an intervention experiment conducted with a group of music education majors. The intervention was designed as a comprehensive psychological program, covering emotional regulation and social skills training. The evaluation of intervention outcomes indicates a notable improvement in participants' academic performance, a marked increase in well-being levels, and enhanced resilience, with a positive correlation identified between academic performance and psychological well-being. Further discussion delves into the mechanisms by which the intervention improved student well-being, proposing that music education is not only the transfer of skills but also a vital pathway to promoting psychological resilience. This study offers practical recommendations for the music education field, emphasizing the significant role of positive psychology in students' holistic development. It demonstrates that scientifically structured interventions can effectively enhance the psychological adaptability and subjective well-being of music education majors, thereby validating the mutually reinforcing relationship between music education and positive mental health.
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