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Music lessons
and its impact on Emotional intelligence
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Paper Id :
19361 Submission Date :
2024-10-14 Acceptance Date :
2024-10-22 Publication Date :
2024-10-25
This is an open-access research paper/article distributed under the terms of the Creative Commons Attribution 4.0 International, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
DOI:10.5281/zenodo.14035805
For verification of this paper, please visit on
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Nimita Srivastava Nimkar
Associate Professor
BIMHRD
Sri Balaji University
Pune,Maharashtra, India
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Abstract
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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.
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Keywords
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Emotional Intelligence, Educational Practices, Personal Development. |
Introduction
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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.
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Objective of study
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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
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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).
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Main Text
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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.
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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.
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Analysis
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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.
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Result and Discussion
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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.
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Findings
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Thematic analysis of the interview data revealed three
major themes:
- 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."
- 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."
- 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.
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Conclusion
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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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