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音乐课程与心理健康之间的联系：后新冠疫情时代可持续教育政策和教师创新支持的调节作用。

The Nexus between music classes and psychological wellbeing: the moderating role of sustainable education policy and teachers innovative support in the post Covid-19 era.

作者信息

Fang Qi, Chen Xu

机构信息

School of Music and Dance, Guangzhou University, Guangdong, 510006, China.

School of Preschool and Art Education, Zhoukou Vocational and Technical College, Zhoukou, Henan, 466000, China.

出版信息

BMC Psychol. 2025 May 9;13(1):491. doi: 10.1186/s40359-025-02833-7.

DOI:10.1186/s40359-025-02833-7
PMID:40346718
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC12065374/
Abstract

PURPOSE

The study was conducted to address the gaps in literature and improve the psychological well-being of Chinese students. For this purpose, the impact of music classes on psychological well-being of the students was investigated. Furthermore, the study investigated the moderating role of sustainable education policy and teachers' innovative support on the relationship between music classes and students' psychological well-being.

DESIGN

The study used a five-point Likert scale and random sampling method was used to collect data from Chinese students in Beijing, China. A useful sample of 1409 respondents was finalized. The study used Partial Least Square - Structural Equation Model (PLS-SEM) for data analysis.

RESULTS

This research found that the relationship between music classes and students' psychological well-being in the context of China is significantly accepted. This research also found that the moderating role of sustainable education policy and teachers' innovative support between music classes and the psychological well-being of the students is accepted. The research has contributed a novel framework to the body of literature.

IMPLICATIONS

The research findings have theoretical implications that have improved the body of knowledge critically. This research has presented practical ways to advance the psychological well-being of the students. The findings of this research have some future directions for studies in future to contribute to the knowledge.

摘要

目的

开展本研究以填补文献空白并改善中国学生的心理健康状况。为此，研究了音乐课对学生心理健康的影响。此外，本研究还考察了可持续教育政策和教师创新支持在音乐课与学生心理健康之间关系中的调节作用。

设计

本研究采用五点李克特量表，并使用随机抽样方法从中国北京的学生中收集数据。最终确定了1409名受访者的有效样本。本研究使用偏最小二乘结构方程模型（PLS-SEM）进行数据分析。

结果

本研究发现，在中国背景下，音乐课与学生心理健康之间的关系得到显著认可。本研究还发现，可持续教育政策和教师创新支持在音乐课与学生心理健康之间的调节作用得到认可。该研究为文献体系贡献了一个新颖的框架。

启示

研究结果具有理论意义，极大地丰富了知识体系。本研究提出了促进学生心理健康的实用方法。本研究结果为未来的研究提供了一些方向，以推动知识的积累。

https://cdn.ncbi.nlm.nih.gov/pmc/blobs/0cea/12065374/952fba78c256/40359_2025_2833_Fig5_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/0cea/12065374/83b1cdb49297/40359_2025_2833_Fig1_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/0cea/12065374/f464350004e5/40359_2025_2833_Fig2_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/0cea/12065374/f82f03b8bb3f/40359_2025_2833_Fig3_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/0cea/12065374/bca43020128c/40359_2025_2833_Fig4_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/0cea/12065374/952fba78c256/40359_2025_2833_Fig5_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/0cea/12065374/83b1cdb49297/40359_2025_2833_Fig1_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/0cea/12065374/f464350004e5/40359_2025_2833_Fig2_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/0cea/12065374/f82f03b8bb3f/40359_2025_2833_Fig3_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/0cea/12065374/bca43020128c/40359_2025_2833_Fig4_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/0cea/12065374/952fba78c256/40359_2025_2833_Fig5_HTML.jpg

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本文引用的文献

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The School Environment and Physical and Social-Emotional Well-Being: Implications for Students and School Employees.学校环境与身体和社会情感健康：对学生和学校员工的影响。
J Sch Health. 2023 Sep;93(9):799-812. doi: 10.1111/josh.13375.
2
Can Emotional Intelligence Increase the Positive Psychological Capital and Life Satisfaction of Chinese University Students?情商能提高中国大学生的积极心理资本和生活满意度吗？
Behav Sci (Basel). 2023 Jul 24;13(7):614. doi: 10.3390/bs13070614.
3
Educator Perspectives on Mental Health Supports at the Primary Level.
教育工作者对小学心理健康支持的看法。
Early Child Educ J. 2023;51(5):851-861. doi: 10.1007/s10643-022-01346-x. Epub 2022 May 3.
4
School culture and student mental health: a qualitative study in UK secondary schools.学校文化与学生心理健康：英国中学的一项定性研究。
BMC Public Health. 2022 Mar 30;22(1):619. doi: 10.1186/s12889-022-13034-x.
5
Mental health and music engagement: review, framework, and guidelines for future studies.心理健康与音乐参与：综述、框架与未来研究指导方针。
Transl Psychiatry. 2021 Jun 22;11(1):370. doi: 10.1038/s41398-021-01483-8.
6
Gender-differences in conservatoire music practice maladjustment. Can contextual professional goals and context-derived psychological needs satisfaction account for amotivation variations?音乐学院学生练习适应不良的性别差异。情境专业目标和情境衍生的心理需求满足是否可以解释动机变化？
PLoS One. 2020 May 4;15(5):e0232711. doi: 10.1371/journal.pone.0232711. eCollection 2020.