The Impact of Music Education on Students' Mental Health: Alleviating Anxiety and Stress through Multiple Intelligences Theory
Fang LiuAbstract
Objective
This study investigates how music education based on Multiple Intelligences Theory enhances students' emotional regulation abilities while addressing mental health challenges including anxiety disorders, emotional distress, and stress responses. The research examines the potential of musical intelligence activities as psychological interventions to improve students' emotional well-being.
Subjects and Methods
A quasi-experimental study was conducted with 150 fifth-grade students, including subgroups with observed anxiety symptoms. The experimental group received a 16-week music program incorporating collaborative drumming, expressive singing, and music analysis, while the control group continued standard curriculum. Assessment tools included the Emotion Regulation Questionnaire for Children (ERQ-CA), Screen for Child Anxiety Related Disorders (SCARED), and Perceived Stress Scale for Children (PSS-C), administered pre- and post-intervention.
Results
The experimental group showed significantly greater improvement in emotion regulation capacities (p < 0.01) and exhibited 35% reduction in anxiety symptoms compared to controls. Participants demonstrated enhanced cognitive reappraisal skills and 40% decrease in stress levels. Teacher reports noted marked improvement in emotional stability and classroom engagement among students with initial emotional disorders.
Conclusions
Music education designed through Multiple Intelligences Theory effectively promotes emotional regulation and reduces anxiety symptoms in students. These findings support integrating musical intelligence activities into standard curricula as a viable strategy for supporting youth mental health, particularly in addressing emotional disorders and stress-related challenges.
Corresponding Author
Fang Liu, HENAN Polytecnic, Zhengzhou, Henan, 450000, China.