Jääskeläinen Tuula
Sibelius Academy, University of the Arts Helsinki, Helsinki, Finland.
Front Psychol. 2022 Jul 15;13:846666. doi: 10.3389/fpsyg.2022.846666. eCollection 2022.
Evidence-based policies are needed to support students as they cope with their experiences of workload and stress in higher music education. This subject was explored in the Music Student Workload Project as a collaboration between Finland and the United Kingdom in seven studies: (1) a theoretical study scrutinizing diverse higher music education systems in connection with equality and cultural reproduction; (2) a systematic review mapping international research on music students' workload; (3) a methodological study discussing the transcendental phenomenological approach as a method for obtaining a meaningful understanding of music students' experiences in higher education; (4) a qualitative study exploring music students' workload experiences in connection with their meaningful engagement in music; (5) a mixed-method study shedding light on music students' proactive coping styles in connection with workload and stress; (6) a mixed-method study examining music students' experienced workload, stress, and livelihoods; and (7) a qualitative study exploring teachers' ways of supporting music students' workload and stress. The meta-narrative synthesis was conducted by triangulating the key elements of these studies to generate four actionable policy and intervention recommendations to inform educational policies and practices for supporting students in coping with workload and stress in higher music education: (1) support music students' proactive coping skills; (2) find solutions to the unequal workload and stress experiences between low-income and well-off students, different genders, and different study programs; (3) ensure teachers' continuing professional development, particularly in the learner-centered pedagogical approaches; and (4) invest resources for providing more longitudinal, cross-cultural, and interventional research investigating music students' discipline-specific experiences of workload and stress.
需要基于证据的政策来支持学生应对高等音乐教育中的工作量和压力。芬兰和英国合作开展的音乐学生工作量项目在七项研究中探讨了这一主题：（1）一项理论研究，审视与平等和文化再生产相关的多样化高等音乐教育系统；（2）一项系统综述，梳理关于音乐学生工作量的国际研究；（3）一项方法学研究，讨论先验现象学方法作为一种有意义地理解音乐学生高等教育经历的方法；（4）一项定性研究，探索音乐学生与他们对音乐的有意义参与相关的工作量经历；（5）一项混合方法研究，揭示音乐学生与工作量和压力相关的积极应对方式；（6）一项混合方法研究，考察音乐学生经历的工作量、压力和生活状况；（7）一项定性研究，探索教师支持音乐学生工作量和压力的方式。通过对这些研究的关键要素进行三角互证，进行了元叙事综合，以生成四项可行的政策和干预建议，为支持学生应对高等音乐教育中的工作量和压力的教育政策和实践提供参考：（1）支持音乐学生的积极应对技能；（2）找到解决低收入和富裕学生、不同性别以及不同学习项目之间工作量和压力不平等经历的方法；（3）确保教师的持续专业发展，特别是在以学习者为中心的教学方法方面；（4）投入资源，开展更多纵向、跨文化和干预性研究，调查音乐学生在特定学科方面的工作量和压力经历。
