Music Use and Quality of Life
Faculty Mentor
Sara Haden
Major/Area of Research
Psychology
Description
INTRODUCTION: There have been previous studies that look into music engagement and quality of life that support the hypothesis that it leads to a better quality of life. This study aimed to understand the relationship between music engagement in undergraduate students and how it affects their quality of life. This study hypothesized that if a student engages more with music (in music listening or instrument playing), then their cognitive & emotional regulation as well as social connection will be significantly greater than those that engage with music less.
METHOD: A total of 44 students (33 women and 11 men) between the ages of 18-22 (M = 19.43, SD = 1.1) were recruited via social media posts where a link was uploaded to the MUSE questionnaire and demographic information. They completed the Indices of Music engagement and Styles of Music Engagement scales. Gender and age were used to categorize and examine responses.
RESULTS: The hypothesis was partially supported. It was supported as there was evidence to support that more music listening improves cognitive and emotional regulation but there was no evidence to support that instrument playing improves it. An unexpected significance of better engaged production (creating and producing music) was found to increase the more an individual engaged with playing an instrument and music training. My limitations were the participants were a small number of students, with primarily females so the findings cannot be generalized to undergraduate students in the United States.
Music Use and Quality of Life
INTRODUCTION: There have been previous studies that look into music engagement and quality of life that support the hypothesis that it leads to a better quality of life. This study aimed to understand the relationship between music engagement in undergraduate students and how it affects their quality of life. This study hypothesized that if a student engages more with music (in music listening or instrument playing), then their cognitive & emotional regulation as well as social connection will be significantly greater than those that engage with music less.
METHOD: A total of 44 students (33 women and 11 men) between the ages of 18-22 (M = 19.43, SD = 1.1) were recruited via social media posts where a link was uploaded to the MUSE questionnaire and demographic information. They completed the Indices of Music engagement and Styles of Music Engagement scales. Gender and age were used to categorize and examine responses.
RESULTS: The hypothesis was partially supported. It was supported as there was evidence to support that more music listening improves cognitive and emotional regulation but there was no evidence to support that instrument playing improves it. An unexpected significance of better engaged production (creating and producing music) was found to increase the more an individual engaged with playing an instrument and music training. My limitations were the participants were a small number of students, with primarily females so the findings cannot be generalized to undergraduate students in the United States.