Yu Xia, Xu Fumei
School of Aviation Service and Music, Nanchang Hangkong University, Nanchang, China.
Front Psychol. 2025 Jul 25;16:1495005. doi: 10.3389/fpsyg.2025.1495005. eCollection 2025.
This study explores the embodied role of musical self-concept in the relationship between academic stress and flourishing among Chinese university music students. Music students face distinctively high levels of academic stress due to intensive practice schedules, performance anxiety, and demanding technical and creative assessments, all of which engage both their physical and psychological selves. Flourishing, defined as the integration of emotional, psychological, and social wellbeing, is essential for positive psychological health. Our sample consisted of 1,767 Chinese university music students. The findings reveal that academic stress has a significant and negative impact on flourishing, consistent with the literature on the harmful effects of stress on well-being. This study further identifies that the embodied nature of musical self-concept, particularly the emotional and communicative dimensions, significantly mediates the relationship between academic stress and flourishing. In contrast, the ability and ambition component did not show a significant mediating effect. The embodied aspects of musical self-concept are evident in the ways students physically engage with their instruments, experience emotions during performance, and integrate their sense of self into their musical practice. These results highlight the importance of cultivating a positive and embodied musical self-concept to counteract the detrimental effects of academic stress and foster flourishing. Interventions aimed at enhancing embodied musical practices and self-awareness may be particularly effective in supporting students' overall wellbeing. This research contributes to a deeper understanding of the psychological and embodied dimensions that influence the wellbeing of music students, offering practical implications for educational strategies to enhance their flourishing.
本研究探讨了音乐自我概念在学术压力与中国大学音乐专业学生蓬勃发展之间关系中的体现作用。由于密集的练习日程、表演焦虑以及严格的技术和创作评估，音乐专业学生面临着格外高水平的学术压力，所有这些都涉及他们的身心自我。蓬勃发展被定义为情感、心理和社会幸福感的整合，对积极的心理健康至关重要。我们的样本包括1767名中国大学音乐专业学生。研究结果表明，学术压力对蓬勃发展有显著的负面影响，这与关于压力对幸福感有害影响的文献一致。本研究进一步确定，音乐自我概念的体现性质，特别是情感和交流维度，显著中介了学术压力与蓬勃发展之间的关系。相比之下，能力和抱负部分并未显示出显著的中介作用。音乐自我概念的体现方面在学生与乐器的身体互动方式、表演过程中的情感体验以及将自我意识融入音乐实践的方式中显而易见。这些结果凸显了培养积极的、体现性的音乐自我概念以抵消学术压力的有害影响并促进蓬勃发展的重要性。旨在加强体现性音乐实践和自我意识的干预措施可能在支持学生的整体幸福感方面特别有效。本研究有助于更深入地理解影响音乐专业学生幸福感的心理和体现维度，为提高他们蓬勃发展的教育策略提供了实际意义。
