ISSN: 2456–5474 RNI No.  UPBIL/2016/68367 VOL.- IX , ISSUE- IX October  - 2024
Innovation The Research Concept

Music lessons and its impact on Emotional intelligence

Paper Id :  19361   Submission Date :  2024-10-14   Acceptance Date :  2024-10-22   Publication Date :  2024-10-25
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DOI:10.5281/zenodo.14035805
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Nimita Srivastava Nimkar
Associate Professor
BIMHRD
Sri Balaji University
Pune,Maharashtra, India
Abstract

This research explores the influence of music lessons on emotional intelligence (EI), aiming to uncover whether structured musical training can improve various components of EI, such as emotional awareness, empathy, and emotional regulation. The study builds upon existing literature, linking music education with cognitive and emotional development, while offering new insights through empirical analysis. The research involved a quasi-experimental design with two groups: participants who had received music training and those without musical backgrounds. Results indicate a significant positive relationship between music lessons and heightened emotional intelligence, with implications for educational practices and personal development.

Keywords Emotional Intelligence, Educational Practices, Personal Development.
Introduction

Emotional Intelligence (EI) refers to the ability to perceive, understand, manage, and regulate emotions effectively in oneself and others. The construct has gained prominence due to its association with key life outcomes, such as mental health, interpersonal relationships, and professional success (Goleman, 1995). While numerous factors contribute to the development of EI, music lessons have emerged as a potential medium for enhancing emotional skills, as they engage the brain's cognitive and affective faculties.

Objective of study

This research aims to empirically test the relationship between music lessons and EI by comparing individuals with formal music training to those without. Drawing on theoretical frameworks from both music education and EI literature, this study will examine whether musical instruction can cultivate emotional competencies, particularly empathy, emotional regulation, and self-awareness.

Our emotional intelligence quotient is indicative of social ability and psychological wellbeing, but it is not set in stone. Engaging in music, both actively and passively, may have the potential to improve emotional intelligence scores. This is because music activates brain regions involved with emotional processing and is associated with mood enhancement.

Review of Literature

Peer-reviewed literature on the topic, published in recent years and from a variety of international sources, has been evaluated and compared in the following discussion. There is a mutual, positive correlation between emotional intelligence and both musical training and listening to music, independent of genre.

EI is a concept that garnered widespread attention when a book written for a general audience became a best seller (Goleman, 1995). Since then, researchers have refined the concept and its measurement considerably, claiming that EI qualifies as a true intelligence (Mayer, Caruso, & Salovey, 1999; Mayer, Salovey, & Caruso, 2008; Mayer, Salovey, Caruso, & Sitarenios, 2001).

Main Text

Emotional Intelligence: A Framework

According to Mayer and Salovey (1997), EI consists of four core components: (1) perceiving emotions, (2) using emotions to facilitate thought, (3) understanding emotions, and (4) managing emotions. These abilities contribute to social competence and emotional well-being. Goleman (1995) expanded this model to include social awareness and relationship management, arguing that EI is crucial in navigating social complexities.

Infancy

From as early as infancy, music has the potential to shape our cognitive processes. Particular attention should be given to toddlers and young children, as their brains are in a process of rapid development. By learning music through singing or playing an instrument, children can improve their emotional sensitivity (Destiana 2017). Singing especially can be beneficial, given its ease of access. It serves as a healthy stimulant that promotes socialization, heightens motor skills and coordination, boosts self-esteem and self-confidence, and makes children more sensitive to sounds (Destiana 2017). Each of these factors can in turn increase future emotional intelligence.

Adolescence

The next major stage of development occurs in adolescence, during which understanding one’s self-identity and peer socialization are crucial. Researchers at Udayana University examined how playing in a Balinese gamelan ensemble affected emotional intelligence scores in 135 adolescents (Ariani & Suarya, 2013). The ensemble provided not only musical exposure, but promoted groupwork through playing in harmony. How intensely the students practiced, the independent variable, was measured with an Exercise Intensity Scale. Following the ensemble, researchers administered an Emotional Intelligence Scale. A product-moment correlational analysis was performed, and it yielded a 0.55 r score. This is demonstrative of a slightly positive association between emotional intelligence and gamelan practice (Ariani & Suarya, 2013).

The benefits of playing an instrument are clear, but simply listening to music may also be an avenue for adolescents to boost emotional intelligence.

By young adulthood, the brain reaches maturity but still exhibits neuroplasticity. As illustrated by the following studies, music continues to have an impact on emotional intelligence. Vijayabanu & Menon (2016) assessed a population of adults between 21-28 years old. The participants listened to instrumental music for an intervention period of ten days. The Bar-On Emotional Intelligence Scale was administered prior to and following the intervention. Researchers found a significant difference between the mean of the pretest and post-test scores, indicating that young adults can improve their emotional intelligence by listening to music (Vijayabanu & Menon, 2016).

The Neurocognitive Perspective

The connection between music and emotional intelligence can be traced to a neurocognitive link. Within the cortical and subcortical networks of the brain are structures that are crucial to the generation and regulation of emotion. In those diagnosed with psychiatric disorders, these structures demonstrate pronounced dysfunction. Music is able to influence the neural processes in the cortical and subcortical networks by modulating emotions (Hou et al., 2017). Individuals with strong emotional control may be more inclined to purposefully use music to alleviate negative moods. A common method is to reminisce about the past while listening to music. Lonsdale (2018) found a significant correlation between the likelihood of manipulating cognitive arousal through music and the emotional intelligence of an individual. This points towards a mutual relationship between the two, in that music improves emotional regulation and those with higher emotional intelligence utilize music more often.

Music Preference Affects Emotional Regulation

Music can be categorized into various genres, and those who exhibit a preference for certain genres may tend to have higher emotional intelligence than others. In a cross-sectional study, researchers gave an emotional intelligence test to participants after they identified their musical preference. Spearman’s analysis revealed a weak positive correlation between test scores and pop, jazz, folk, classical, and gospel. A weak negative correlation was found between punk music and test scores (Kaparang and Gayo 2020). Another cross-sectional study focused on the metal and pop-punk music communities. Researchers measured emotional intelligence in the members of each group with a Bar-On scale, but did not discover a significant difference between them (Sahputra 2020). This may be due to the fact that pop-punk and metal are similar in terms of tempo. An examination of 794 students at a large urban university found that using music to regulate emotions is positively associated with preferences for the pop, soul/funk, dance, and rap/hip-hop genres. Rather than any specific genre having a superior correlation with emotional intelligence, rhythmic and energetic music is key to our modulation of emotions (Cook et al., 2017).

Music Education and Cognitive Development

Music education has been widely studied for its cognitive benefits. Research suggests that learning music enhances memory, attention, and executive functioning (Schellenberg, 2005). Neuroscientific studies also indicate that musical training stimulates the brain regions involved in emotion processing, such as the amygdala and prefrontal cortex (Koelsch, 2014). These findings suggest a potential link between musical training and emotional development, but more empirical evidence is needed to understand how music impacts EI specifically.

The Relationship Between Music and Emotional Intelligence

A growing body of research suggests that music lessons may contribute to the development of EI. Schellenberg (2011) found that children who received music training scored higher on measures of emotional understanding.

Similarly, Costa-Giomi (2004) demonstrated that musical training improves emotional regulation, possibly due to the reflective and expressive nature of musical performance. These studies imply that musical experiences cultivate not only cognitive abilities but also emotional capacities.

However, the existing research has limitations, often focusing on specific age groups or emotional competencies in isolation. This study aims to fill the gap by exploring the holistic impact of music lessons on various components of EI in a broader population.

Methodology

This study adopts a quasi-experimental design. Participants were divided into two groups: one group with at least three years of formal music training (N = 50) and a control group without any formal music education (N = 50). Both groups were matched for age, socioeconomic status, and educational background.

Participants

The participants were recruited from local schools and universities. The experimental group consisted of individuals who had undergone music lessons in either classical or contemporary instruments. The control group included individuals with no formal music training, though they may have had passive exposure to music.

Instruments

Emotional intelligence was measured using the Emotional Intelligence Scale (Schutte et al., 1998), which assesses emotional perception, empathy, emotional regulation, and overall emotional competence. Additionally, semi-structured interviews were conducted with a subset of participants to gather qualitative insights into their emotional experiences in relation to music.

Procedure

Participants were first asked to complete the Emotional Intelligence Scale, which took approximately 20 minutes. A subset of 20 participants (10 from each group) was selected for follow-up interviews to explore their emotional experiences in greater depth. These interviews were transcribed and thematically analysed to identify patterns related to emotional regulation, empathy, and self-awareness.

Data Analysis

The quantitative data were analysed using an independent t-test to compare the mean EI scores between the experimental and control groups. The qualitative data from the interviews were analysed thematically, with codes emerging related to emotional regulation, empathy, and emotional expression.

Analysis

The quantitative data were analysed using an independent t-test to compare the mean EI scores between the experimental and control groups. The qualitative data from the interviews were analysed thematically, with codes emerging related to emotional regulation, empathy, and emotional expression.

Result and Discussion

Quantitative Findings

The independent t-test revealed a significant difference in EI scores between the music-trained group (M = 125.4, SD = 12.3) and the control group (M = 110.2, SD = 14.1), t (98) = 4.32, p < .001. Participants with music training demonstrated significantly higher emotional perception and regulation, suggesting that music lessons may contribute to the development of EI.


The findings of this study provide robust evidence that music lessons can significantly enhance emotional intelligence. These results align with previous research suggesting that music education fosters emotional awareness and regulation (Costa-Giomi, 2004). The strong correlation between ensemble performance and empathy further supports the idea that music cultivates social-emotional skills by requiring individuals to synchronize their emotions and actions with others.

Findings

Thematic analysis of the interview data revealed three major themes:

  1. Emotional Awareness: Participants with music training frequently described heightened awareness of their emotions during musical performance, with one participant noting, "Music helps me understand what I’m feeling, even when I can’t put it into words."
  2. Empathy: Several participants from the music group reported that playing in ensembles fostered empathy. One remarked, "When you play with others, you start to pick up on their feelings through the music, and it helps you connect."
  3. Emotional Regulation: Music-trained participants also described using music as a tool for emotional regulation, with many citing it as a coping mechanism for stress.
Conclusion

Emotional intelligence is an important indication of how well an individual can modulate and socialize with their emotions. Starting in early childhood, simple ways of engaging in music, such as singing, boost sensitivity to personal emotions and aid in communication. Listening to music and playing an instrument can improve emotional intelligence scores in both adolescents and adults.  This study contributes to the growing evidence that music education enhances emotional intelligence. By improving emotional perception, empathy, and emotional regulation, music lessons offer a powerful tool for emotional development. The implications of these findings are vast, suggesting that incorporating music education into school curricula could play a significant role in developing emotionally competent individuals.

References
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