Department of Pedagogy, Music Institute, Faculty of Philosophy and Education, Pontifical Catholic University of Valparaíso, Valparaíso 2370688, Chile.
Department of Sociology, Faculty of Social Sciences, Alberto Hurtado University, Santiago 8340575, Chile.
Int J Environ Res Public Health. 2022 Mar 24;19(7):3867. doi: 10.3390/ijerph19073867.
Quality of life and mental health are topics under discussion in the university environment that pose new educational challenges. Public policy in Chile establishes the need to track students who are starting university and who could find themselves at possible academic risk (Law 20. 903). These transition processes experienced by students therefore need to be guided to improve the students' quality of life. Using a mixed design, the present study analyzes the association between musical sophistication (Ollen, 2006), students' well-being, and the performance of first-year students training to be music teachers ( = 25). The Ollen Musical Sophistication questionnaire and the Spanish version of the PERMA-profiler, a questionnaire for assessing well-being, were applied. In order to obtain detailed information about learning processes and educational needs, seven interviews were conducted. Results indicate a negative correlation between musical sophistication on the one hand and negative emotions (anxiety and anger) and loneliness on the other. This is reflected in less consistent academic performance, difficulties in identity development, and reduced motivation to face new challenges besides musical learning. We concluded that knowledge and observation of students' previous musical experience is crucial for understanding and supporting the educational transition process and well-being of student music teachers.
生活质量和心理健康是大学环境中讨论的话题，它们带来了新的教育挑战。智利的公共政策规定，需要跟踪那些即将进入大学的学生，因为他们可能面临学业风险（第 20.903 号法律）。因此，需要指导这些学生的过渡过程，以提高他们的生活质量。本研究采用混合设计，分析了音乐复杂性（Ollen，2006）、学生幸福感与音乐教师培训一年级学生表现之间的关系（n=25）。研究采用了 Ollen 音乐复杂性问卷和西班牙版 PERMA-profiler（评估幸福感的问卷）。为了获得关于学习过程和教育需求的详细信息，进行了七次访谈。结果表明，音乐复杂性与负面情绪（焦虑和愤怒）和孤独感呈负相关。这反映在学习成绩不太稳定、身份发展困难以及在音乐学习之外面对新挑战的动机降低。我们得出结论，了解和观察学生以前的音乐经验对于理解和支持学生音乐教师的教育过渡过程和幸福感至关重要。
