The Effects of Music Listening on Affect, Self-efficacy, Mental Exertion, and Task Performance of Online Learners

Abstract

Online education is becoming more common in higher education, and the number of students taking online courses is projected to increase dramatically. Despite the popularity of online education, there is scarce research on the psychological well-being for those online learners as they work toward their academic goals. To address this gap, the current study examined the effects of music listening on online learners' mood, perceived self-efficacy, mental exertion, and task performance (N = 42). This study specifically focused on an online college education setting and examined the role of music listening and affect within this emotionally-dynamic context. Data analysis utilizing repeated measures ANOVA indicated that daily music listening has a significant influence on positive affect, negative affect, mental exertion, and task performance of the study participants, but not on

Emotional Intelligence, Perceived Academic Self-Efficacy, and Perfectionistic Automatic Thoughts as Predictors of Aesthetic-Musical Awareness in Late Adolescence

“…-Hypothesis 1: there are statistically significant differences in EI based on high and low AMA scores in late adolescence, and that EI is a predictor of high AMA (Mohn et al, 2011;Koelsch, 2014Koelsch, , 2020Koelsch and Skouras, 2014;Saarikallio et al, 2018;Lorenzo-de Reizábal, 2019). -Hypothesis 2: there are statistically significant differences in ASE based on high and low AMA scores in late adolescence, and that ASE is a predictor of high AMA (Lesiuk, 2005;Lim and Bang, 2018;Can and Güven, 2020). -Hypothesis 3: there are statistically significant differences in PATs based on high and low AMA scores in late adolescence, and that PATs are predictors of high AMA (Getz et al, 2012(Getz et al, , 2014Lim and Bang, 2018).…”

“…-Hypothesis 2: there are statistically significant differences in ASE based on high and low AMA scores in late adolescence, and that ASE is a predictor of high AMA (Lesiuk, 2005;Lim and Bang, 2018;Can and Güven, 2020). -Hypothesis 3: there are statistically significant differences in PATs based on high and low AMA scores in late adolescence, and that PATs are predictors of high AMA (Getz et al, 2012(Getz et al, , 2014Lim and Bang, 2018).…”

“…Background music as a learning style, although it does not influence ASE, has a positive impact on the students' sense of achievement, bringing happiness, motivation, and greater enjoyment for a task, which has an impact on their academic success (Can and Güven, 2020) and results in less mental effort and time spent on the task (Lesiuk, 2005;Lim and Bang, 2018). Similarly, musical training influences emotional perception and mental imagery capacity, which contributes to academic learning (Commodari and Sole, 2019).…”

“…However, while music performances can generate high levels of stress and anxiety due to PATs (Flett et al, 2016;Aydin and Yerin-Güneri, 2020;Tyler et al, 2021), several studies claim that people with high levels of stress or emotionally negative experiences tend to listen more to music as a way of controlling their mood (Getz et al, 2012(Getz et al, , 2014 because music listening has the power to decrease tension, anxiety, and stress (Lim and Bang, 2018). In other words, performing, and doing so on a crowded stage, is not the same as listening to music with the purpose of achieving a state of relaxation.…”

Effect of assertive training on cyber bullying behavior for students

“…Hal ini senada dengan beberapa temuan lain, yang menjelaskan bahwa mendengarkan atau memainkan musik dapat digunakan untuk meredakan kecemasan, karena musik memiliki kekuatan untuk menciptakan keadaan rileksasi pada individu,sehingga keadaan rileks ini menyebabkan terjadinya keseimbangan metabolisme tubuh dan hormonal (Bibb, Castle, & Newton, 2015;Çiftçi & Öztunç, 2015;Djohan, 2006;Fox &McKinney, 2015;Gutiérrez & Camarena, 2015;Lilley, Oberle, & Thompson, 2014;Rosanty,2014). Selain itu juga, penelitian ini mendukung temuan lain yang menyatakan bahwa melalui musik dapat meningkatkan self-efficacy individu (Abrams, 2010;Atiwannapat et al, 2016;Chen, Leith, Aarø, Manger, & Gold, 2016;Hendricks, Smith, & Legutki, 2016;Lim & Bang, 2018;Lim & Befi, 2014;Machtinger et al, 2015;Menzies, Taylor, & Bourguignon, 2006;dan Silverman, 2014). Semua anggota kelompok mengalami kenaikkan self-efficacy secara drastis pada saat pretest vs posttest.…”