Fostering Musical Aesthetic Ability and Mental Well-being in Vocal Music Education: An Educational Psychology Perspective
Min LiuAbstract
Objective
This study investigates the cultivation of students' musical aesthetic ability in higher education vocal music teaching from an educational psychology perspective, with a parallel focus on understanding its impact on students' mental well-being. It aims to validate an instructional model that integrates psychological principles to enhance both aesthetic development and psychological health.
Subjects and Methods
A mixed-methods approach was employed with 120 vocal music majors, randomly assigned to an experimental group receiving a 16-week psychology-informed curriculum (incorporating motivational and cognitive load strategies) and a control group following traditional instruction. Data were collected using the Musical Aesthetic Ability Scale, motivation and self-efficacy questionnaires, and included general mental well-being assessments to evaluate psychological outcomes alongside skill development.
Results
The experimental group demonstrated significantly greater improvement in overall musical aesthetic ability compared to controls (F=15.32, p<0.01), with notable gains in aesthetic perception (42%) and emotional expression (38%). They also reported higher self-efficacy (p<0.01) and showed positive trends in psychological well-being indicators, suggesting that the structured, supportive model may help mitigate academic stress and foster emotional resilience.
Conclusions
Integrating educational psychology into vocal music instruction effectively enhances musical aesthetic ability while supporting student mental well-being. This approach provides a holistic pedagogical framework that values artistic development alongside psychological health, promoting a more sustainable and engaging learning environment for music students.
Corresponding Author
Min Liu, School of Preschool Education (School of Music), Lianyungang Normal University, Lianyungang, Jiangsu, 222006, China.