Internet-Guided Music Intervention for Stress among University Students

Nwokenna, Edith Nwakaego; Aneke, Anthonia O.; Ossai, Osita Victor; Nwefuru, Bartholomew C.

doi:10.36478/jeasci.2019.7396.7399

Cited by 2 publications

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“…[42,43] Another study also revealed that music intervention is effective for managing stress response in university students. [44] Music intervention has also been shown to reduce students’ stress experience, [45] which is in line with our research findings.…”

Section: Discussionsupporting

confidence: 89%

Effects of educational music training on music performance anxiety and stress response among first-year undergraduate music education students

2022

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Background: The effectiveness of educational music training in lowering stress and performance anxiety among first-year undergraduate music education students is an understudied area. The goal of this study was to determine if educational music training affects first-year undergraduate music education students’ stress and anxiety associated with musical performance. Methods: A randomized controlled trial design was used in this study. A waiting list group of 35 students and an educational music training intervention group of 35 first-year undergraduate music education students were randomized for the study to commence. The Kenny music performance anxiety (MPA) scale and perceived stress scale (PSS) were used as outcome measures. Results: The findings show that, among first-year undergraduate music education students, educational music training decreased their stress level associated with music performance [F(1, 68) = 390.751; P = .001, ηp2 = 0.270]. It was also found that after the educational music training, the students reported decreased anxiety level associated with music performance [F(1, 68) = 1375.495; P = .001, ηp2 = 0.344]. Significant interaction effects of educational music training and time on students’ stress [F(2, 68) = 127.301; P = .001] and anxiety levels [F(2, 68) = 260.535; P = .001] were also found. Conclusion: Educational music intervention can be successful as a means of reducing anxiety and stress in undergraduate music education students during the first year of study.

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Section: Discussionsupporting

confidence: 89%

Effects of educational music training on music performance anxiety and stress response among first-year undergraduate music education students

2022

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“…Nwefuru et al (2018) reported that undergraduate students experience academic stress at a high level. Nwokenna et al (2019a) reported that there exists stress among students. Ogbueghu et al (2019) reported no gender differences in perceived stress among undergraduate students of Economics Education.…”

Section: Discussionmentioning

confidence: 99%

Gender Differences in Stress Perception among Special Education Students

Eskay¹,

Arumede²,

Eneh³

et al. 2019

GJHS

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This study examined gender differences in stress perception among special education students in South-East Nigerian Universities. One research question and a null hypothesis guided the study. The study design was a descriptive survey. The study sampled 800 students enrolled in special education. The instrument for collection of data was a questionnaire which measures the perception of stress in students. The research data were analyzed using mean, standard deviation and t-test. The finding of the study revealed that there was no significant between male and female academic stress. For affected students of special education to be stress-free, the collaboration of special education experts and educational stakeholders is necessary for assisting such students.

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Internet-Guided Music Intervention for Stress among University Students

Cited by 2 publications

References 0 publications

Effects of educational music training on music performance anxiety and stress response among first-year undergraduate music education students

Effects of educational music training on music performance anxiety and stress response among first-year undergraduate music education students

Gender Differences in Stress Perception among Special Education Students

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