Revista Argentina de Clínica Psicológica 2020, Vol. XXIX, N°2, 1249-1260
DOI: 10.24205/03276716.2020.367 1249
I
NFLUENCE AND
A
PPLICATION OF
M
USIC
E
DUCATION ON
M
ENTAL
H
EALTH
I
MPROVEMENT OF
C
OLLEGE
S
TUDENTS
Bo Jiang
Abstract
This paper mainly explores the influence of music therapy on the mental health of college students. Firstly, the author carried out a literature review on the aesthetic, entertainment and therapeutic functions of music. Next, a total of 102 college students in five majors, namely, architecture, food, hotel management, exhibition and psychology, were selected, and divided evenly into an experimental group and a test group. Only the experimental group was intervened with music therapy. The mental health of each subject was measured before and after the experiment, using the Chinese College Students’ Mental Health Scale. In addition, all subjects were subjected to a questionnaire survey on mental health. The research data were analysed on Excel 2010 and IBM SPSS 20.0. The results show that music therapy has a positive impact on the mental health of college students. This research opens a new way to enhance the mental health education in colleges.
Key words: Music Therapy, Mental Health, Questionnaire, College Students.
Received: 25-01-19 | Accepted: 13-07-19
INTRODUCTION
Health is the foundation of the continuation of human life, in the different historical stages of human society, different cultural background, people have different interpretations of health (Johnson, Howitt, Cajete et al., 2016; Hatala, Desjardins, & Bombay, 2016). With the changing of time and ages, people's understanding of health is more specific, the requirements of health also continue to improve, the importance of mental health in people's overall health is also clearer. Therefore, the positive effect of physical exercise on mental health began to be known, and more and more people pay attention to, and physical exercise on the effect of mental health research has gradually become the international sports psychology and health psychology in the field of the key topics (Levecque, Anseel, De Beuckelaer et al., 2017). With high-culture
Humanities School in Jiangnan University, Wuxi 214122, China.
E-Mail: [email protected]
qualities, college students play a constructive role in the future development of our country, and the impact of physical and mental health is not to be underestimated while pursuing academic progress. The existing results show that psychological problems restrict the healthy growth of college students, with the increasing pace of social life, the increasing pressure of academic work, employment competition and other factors, college students have become a vulnerable group of mental health, college students' mental health problems are becoming more and more serious (Chen & Leung, 2016; Levin, Haeger, Pierce et al., 2017). Once it has caused widespread concern and discussion in the community. According to the existing research, many scholars in China, while exploring the impact of different sports on physical fitness, are also paying attention to the mental health of practitioners. Thus, they expand the focus on the difference of college students’ physical exercise participation, the degree of interest in sports and physical fitness level. In view of the different sports to promote the mental health level of college students, the impact on college students'
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positive psychological quality, psychological resilience of the existence of commonalities and personality (Auerbach, Mortier, Bruffaerts et al., 2018; Griebler, Rojatz, Simovska et al., 2017). Thus, we need to further explore and analyse.
Mass aerobics is a sport suitable for different physiques and relatively low skill levels required a sense of physical coordination and rhythm when the practitioner completes the movement. Studies have shown that the level of motor skills and self-confidence have a certain relationship, people who often carry out purposeful exercises gain a certain improvement in the ability to move, so as to enhance the exerciser's self-confidence. In addition, aerobics is also one of the effective ways for people to communicate with each other, express their emotions and dispel bad emotions. It is a movement that
conforms to the physical and mental
characteristics of college students. Its musical rhythm is clear, the practice forms are varied, college students' self-enclosed consciousness can be completely relieved, the activities of harmony (Ehret & Sherman, 2018; Cuijpers, Auerbach, Benjet et al., 2019). Elegant artistic
atmosphere can also enhance people's
awareness and desire to communicate, so that practitioners do not perceive the feeling of fatigue, but the feeling of relax and pleasure. On this basis, some scholars discuss the impact of mass aerobics on the mental health of college students, not only to promote the further development of aerobics in China, especially in colleges and universities, making it an effective way to achieve quality education and strengthen physical education (Hirsch, Rabon, Reynolds et al., 2019; Ebert, Franke, Kählke et al., 2019).
It also helps to explore the impact of this movement on the mental health of college students from an empirical point of view. Music, as a unique art form, is accepted and loved by people and is also a typical representative of people in the pursuit of spiritual life. In the modern social development and daily work life, music is everywhere, whether in busy cities or rural towns, music appears in various occasions, with different types and styles, music affect people's lives, stimulate people's feelings.
Different regions and different cultural
backgrounds have different musical forms, people's different emotions have a catalytic and infectious effect, such as joy, sadness, miss ingress and so on. It is because of the strong function of music, with its unique appeal to
people's physiology, psychological impact. In this study, the influence of music on the mental health intervention of college students is highlighted, and from this perspective, the influence of different types and styles of music on human health, as well as the influence of music on the health of people with different attributes, is discussed. Through the aesthetic elements of the music itself and the entertainment function presented by the playing process, the in-depth influence analysis of the audience, feel the charm and appeal of music, this is the research innovation of this topic, but also the research features of this topic. The key point and difficulty lie in analyzing and summarizing different musical forms and different audiences accepting music reflection,
and further clarifying the aesthetic,
entertainment and therapeutic functions of music. I am sure that the music's own charm and the three functions on human health impact of the subject will also be more experts and researchers pay attention to and in-depth study.
POWER OF MUSIC ON STUDENTS’ MENTAL HEALTH DEVELOPMENT
The mental health spectrum is a wide range of services ranging from universal prevention strategies to inpatient care. Obviously, most educational interventions occur in the left continuum. For college students, the main occurrence should occur in the right continuum. Music in its process is a very effective means; its function is summarized as follows:
Aesthetic Function of Music
Whether in developed western countries or developing countries, people's love and belief in music cannot be separated from people's recognition of the aesthetic function of music. Aristotle has pointed out that music can give people "spiritual enjoyment", Confucius believes that gentlemen and benevolent people in the acceptance of the influence of the music, can effectively beautify the soul. With the development of modern society, people are more aware of the importance of all-round development of the body and mind, not only to have physical health but also to have spiritual pleasure. Music as a simple and easy-to-use form, greatly has been people's favourite, through the edification and influence of music, It can promote people's correct aesthetic view and
INFLUENCE AND APPLICATION OF MUSIC EDUCATION ON MENTAL HEALTH IMPROVEMENT OF COLLEGE STUDENTS 1251
the cultivation of music art screening ability, and thus promote the improvement of people's aesthetic ability, and then guide people's psychology to be healthier and upward. Through the music rhythm action, it will directly stimulate the human hearing system and nervous system, so that people feel the initial emotional experience. This level of aestheticist is the physiological level of the direct experience, is the direct response of people after receiving music sound through the auditory system, but because of the greater difference between each individual, its aesthetic orientation is different. Therefore, the judgement is different about whether the sound is “good” or “bad”. If the individual considered “good” after receiving the sound, then it is proved to be in line with its aesthetic, and their own emotions, experience and aesthetic habits and other contact with the music, and the emotional expression in the music to reach a consensus, this is the level of aesthetic psychological communication, belongs to the upper aesthetic psychology. When the admirer completely integrates the emotional thoughts with the music, and outlines and compiles his hopes and expectations in his mind, this realizes the individual aesthetic process of the admirer. Aesthetics itself is a process from low to a high level, to achieve the pursuit of the process from physiology to psychology.
Entertainment features of music
The entertainment function of music is its most direct function and the embodiment of its essential properties. Music's entertainment features help people relieve stress and relax. In the fast-paced social life, people's long-term working pressure will make the body and mind in a state of tension and accompanied by bad emotions, through the entertainment function of music, people can create and establish a perfect and harmonious team spirit, through the rhythm of music, people can effectively achieve
the purpose of relaxation, relief and
entertainment. In our daily life, we can often see that many young people like to listen to music with headphones on the bus, subway, shopping malls, and many people like to play radio, music and so on while driving, and more and more people like to go to KTV party singing to relax and so on. Entertainment and relaxation through music has been passed down from a very early age, in the early process of people's labour, they will sing songs about labour to give people
encouragement and relaxation. After a long time, people have formed a habit, music can turn heavy work into joy and ease, so that boring work are added a touch of fun. Now young people like to participate in many star concerts, which in addition to the star effect driven, they enjoy the concert brought about by the auditory, visual impact. Through the participation of music and entertainment activities, people can fully relax, entertain the body and mind, in the role of music with dance or aerobics, and then achieve the goal of physical fitness. In addition, through the participation of music activities, one can also make more friends, promote communication between people, relieve the inner pressure, and relieve the inner loneliness.
The therapeutic function of music
Modern music therapy has achieved music, medicine and psychology and other disciplines of comprehensive application, paying attention to the cross-disciplinary role of patients under the treatment. The study of music therapy in China is a little late, mainly in the late 1970s, after music therapy in China began to explore and learning from some mature foreign music therapy experience and methods, in clinical use and practice, so that music therapy can be vigorously developed and popularized.
In the modern society with medical development, most of the researchers start from the human nervous system, digestive system, circulatory system and other perspectives, and study the root causes of depression. Through a lot of data and research data on depression, they found that low emotion is easy to cause depression, and for the prevention and active treatment of depression to maintain a good mood, music therapy can play an effective auxiliary role. For people with depression, often listening to music and participate in music activities can be depressed mood transfer, in the cheerful rhythm to forget the troubles in life, at the same time in the music activities one can communicate with people more, improve the usual dull habits, mobilize their emotions at the same time to produce positive emotions. The most direct way of release depression is music, which stimulates the nervous system, reduces the production of bad mood, so music therapy is one of the best ways to aid and alleviate depression. Music therapy is mainly the use of various elements in music to the human auditory system directly or indirectly to guide, such as
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Figure 1. Power of music with the relations of mental and social activities
Universal Selective Indicated
Case identification Standard treatments
for known disorders
Compliance with long-term treatment
After-care (including rehabilitation)
Prevention Well-being Vital energy
Meaning
purpose Connected-ness
Music
Men
tal
Soc
ial
Intervene
beautiful melody, bright rhythm, round tone and so on, the human auditory nerve has a stimulating effect, and then transmitted through neuronal transmission to various parts of the body, causing physiological and psychological changes in the human body. Various elements in music can stimulate the central nervous system of the brain, cause the psychological state of depressed patients to change, and through psychological changes, it directly affect their emotional state, when the mood is in a state of high, depression patients' psychological state and physiological state will be improved because of beautiful, bright melody. The power of music with the relations of mental and social activities is shown in Figure 1.
RESEARCH METHODOLOGIES
Survey methods 1) Documentary
Using tools such as Knowledge Network, Wanfang Data Library, Superstar Digital Search, Excellent Master's Degree Thesis Full Text Database, and other tools, with "University Students", "Music Education", "Music Style", "Mental Health", "Mental Health" and so on,
consult and music education. The literature on the impact of college students' mental health and music education on the mental health of college students is classified and collated, which will be carefully studied. Summarizing the contents related to the research of this paper provides some reference basis for the writing and follow-up research of this paper.
2) Survey method
This paper adopts the "College Students' Mental Health Scale", which is compared with the "Symptom Self-Assessment Scale" commonly used in mental health-related research. Its greatest feature is that it is specially prepared for this special group of young college students,
undergraduate sesame and postgraduate
students, the evaluation standard is relatively uniform, the starting point is to prepare a set of Chinese contemporary college students with the characteristics of the population, effective evaluation of their mental health quantitative tools. Compared with a foreign translation of the mental health scale this one is more in line with national conditions and social culture, but also the first time from the perspective of positive psychology. A mental health measurement tool
INFLUENCE AND APPLICATION OF MUSIC EDUCATION ON MENTAL HEALTH IMPROVEMENT OF COLLEGE STUDENTS 1253
is developed. The scale is graded, each item is rated to five, from the option "no" to the option "always", corresponding to 1-5 points, the higher the score on the scale indicates that the more obvious (or more serious the symptoms), the lower the mental health level is.
The score of each component chart is the sum of the scores for the dimension topic, and the questionnaire has been tested for good confidence (confidence is 0.837). In this study, the questionnaire was distributed in the form of on-site unified distribution and unified recycling, and the questionnaire was distributed twice
before and after the experiment, 110
questionnaires were distributed each time, 110 were recovered, and the recovery rate was 100%. 102 were valid questionnaires, with an effective recovery rate of 92.7%.
(1) After screening out the subjects before the experiment is implemented, understand the basic situation of the subjects and music preferences, and pave the way for the follow-up study to eliminate interference factors;
(2) Before and after the experiment, the "Chinese College Students' Mental Health Scale" was used to survey the subjects to compare the mental health level of the subjects before and after the experiment, to understand the impact of participating in the experiment.
3) Teaching experiment
Select architecture and environmental art design, food nutrition and testing, hotel
management, exhibition planning and
management, psychology five majors ’
students of Gread 2008 for the subject. The sample size of 102 people (of which 51 in the experimental group, 51 people in the control group), the average age of the experimental group is 18.24 years old, the average age of the control group is 18.21 years old, with healthy bodies.
4) Mathematical Statistics
Data before and after questionnaires and experiments using Excel2010 and IBM SPSS20.0 software for data entry, statistics and analysis, statistical methods include descriptive statistics, pairing sample T-test, mean, etc., study before and after the experiment of mental health level and changes in their respective sub-dimensions, for the follow-up inductive analysis.
5) Logic Analysis
Based on the literature and data measured before and after the teaching experiment, the statistical, comparative and inductive analyses are carried out, and the final conclusion is reached.
Implementation design of music
1) Active teaching (music course education) Music teaching, especially university music teaching, is an important part of university quality education. Music can stimulate the brain's potential, enhance memory, and is conducive to the development of college students' intellectual education; music teaching can improve the aesthetic ability of college students, improve the aesthetic taste of college students, and help college students to improve their aesthetic quality. We should integrate the public music course into the system of university education, improve the teaching structure system, increase the importance of the public course of music, and formulate reasonable teaching and training goals, and guide students to attach importance to their own music training by paying attention to music teaching. Firstly, schools should change their perception of public classes that despise music. University music course sits on the set to combine compulsory and elective programs, based on students' interests and hobbies, to be people-oriented, and to establish the idea of educating both students and students from the real ground. The combination of compulsory and elective is that students must take public music courses at the university stage, and under the premise of compulsory public music courses, students can choose specific musical directions such as opera, dance, instrumental music, vocal music, music history, music appreciation, etc. according to their own interests and hobbies. Music education for college students can enable students to have the ability of music appreciation and improve their musical literacy. Secondly, in the implementation of the teaching of public music courses in universities, the school should formulate teaching objectives, formulate specific teaching plans, and prepare unified music teaching materials, so that the
implementation of the university music
curriculum teaching has a basis. Finally, the school can also organize large-scale music activities and other ways to create a musical atmosphere, stimulate students' potential music self-study ability, and improve the music
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cultivation of college students.
2) Passive teaching (campus music broadcast) Mainstream media on college campuses include traditional media such as university newspapers, radio stations, television stations, campus networks, BBS, and emerging media, such as microblogging, WeChat, and Douyin. Campus broadcasting is one of the most important media in colleges and universities, which transmits information by means of sound as the medium. Radio stations are generally subordinate to the propaganda department of the school party committee, is a student association nature of the campus "voice" media, bear the important task of the school public opinion guidance, enriching the campus cultural life, and providing the campus teachers and
students with "spiritual food". Campus
broadcasting is a specific form of broadcasting for students, the form of broadcasting is ever-changing, involving rich content and colourful, and the interspersed music is diverse. And the music in the campus broadcast provides a platform for college students to enjoy music, through which it can improve the ability of music appreciation, appreciation level, so it is particularly important that what kind of music
broadcast played, and how to broadcast music and how to make students more widely accepted,
3) Music type
The creation methods of classical music are
strict, well-planned, with elegant style,
gorgeous, beautiful melody, smooth, giving people a pleasant, pleasant feeling. Studies have shown that classical music has a better effect on improving the body's physical and mental health, especially in healing the body and trauma. Music therapy has evolved over the past 40 years in clinical practice and has become a very important research subject at this stage. Modern music integrates songs, dances and music into one side dance, singing, and playing side, so as to achieve the purpose of expressing itself. Singing is the most popular and most acceptable art form, singing forms are diverse, can be single solo, multi-person chorus, but also increase family, friendship. Singing can be carried out anytime, anywhere, compared to musical instruments, dance and other musical forms also have the advantages of relatively simple and easy to learn, therefore, more popular. For the vast majority of people who love to sing, they
Figure 2. Overall methodologies of implementation design rule
Met
hod
olo
gies
Pro
cesse
s
Literature searching
Grouping of college stduents
Tested group
Comparison group Initial test
before experiments
Data mining (process, analysis
and comparison)
For tested group: music is on
For tested group: music is off
Test after experiments
Data analysis to output table/figures Documentary
Survey method
Teaching experiment
Mathematical Statistics
Campus broadcasting Active teaching
(music course education)
Passive teaching (campus music
broadcast)
Campus website
INFLUENCE AND APPLICATION OF MUSIC EDUCATION ON MENTAL HEALTH IMPROVEMENT OF COLLEGE STUDENTS 1255
love life, their hearts are full of sunshine, so that they learn the right way to use the breath, increase lung capacity, and improve physical condition. The melody of popular music is popular, the structure is short, concise, easy to learn, with clear rhythm, simple and rich change, which is especially popular with college students. Most of the sound range of pop music is not wide, generally with the real sound can be sung, which is popular with college students an important reason. Pop music provides them with the opportunity to express their feelings and apply their musical talents to the art of practice, and they have more fun in participating. Secondly, popular music can be widely disseminated among college students in large part, because it has obtained the aesthetic recognition of college students, which is determined by the characteristics of college students. The group of college students chose pop music because of their own cultural interest and value orientation. For college students, elegant music is obviously too deep to understand, and "children's music" is lost to childish. In addition, pop music is regarded as the music of college students themselves, is the main content of college students' subculture. Accordingly, the overall methodologies of implementation design rule are shown in Figure 2.
RESULTS AND DISCUSSIONS
Statistical analysis of the current state of mental health of samples
In the measurement results of the mental health scale of college students, the higher the participants scored on one dimension, the more
obvious the symptoms corresponding to this dimension. Before the experiment, 102 college students were tested on the "Chinese College Students' Mental Health Scale", which was based on statistics on the selection of factors, and the symptoms were classified as "symptoms more obvious", "may have symptoms", "general" or "good" according to the corresponding scores of each factor option.
Figure 3 Over all mental health level of the students subjected to the experiment before the experiment, it can be seen in Table 1 and Figure 3, comparing the original score to T-value with the national average, it shows that 10.78% of college students have more symptoms in the somatic component table. 6.86 % of college students may have symptoms; 2.94% of college students have more symptoms in the depression component table, 6.86 % of college students may have symptoms. College students may have symptoms; 8.82 % of college students in the compulsive component table have more symptoms. 12.75 % of college students may have symptoms; 5.88 % of college students in the Figure 3 Over all mental health level of the students subjected to the experiment before the experiment, it can be seen in Table 1 and Figure 3, comparing the original score to T-value with the national average, it shows that 10.78% of college students have more symptoms in the somatic component table. 6.86 % of college students may have symptoms; 2.94% of college students have more symptoms in the depression component table, 6.86 % of college students may have symptoms. College students may have symptoms; 8.82 % of college students in the compulsive component table have more symptoms. 12.75 % of college students may have
Table 1. Descriptive statistics on the overall mental health level of the students subjected to the
experiment before the experiment
More obvious symptoms May have symptoms General Good
1. Physicalization 11 (10.78%) 7 (6.86%) 59 (57.84%) 25 (24.52%)
2. Anxiety 6 (5.88%) 17 (17.65%) 43 (42.16%) 35 (34.31%)
3. Depression 3 (2.94%) 7 (6.86%) 47 (45.10%) 45 (44.12%)
4. Inferiority 3 (2.94%) 9 (8.82%) 46 (48.04%) 41 (44.40%)
5. Paranoid 2 (1.96%) 8 (7.84%) 42 (41.18%) 40 (49.02%)
6. Obsessive compulsive disorder 9 (8.82%) 13 (12.75%) 49 (48.04%) 31 (30.39%)
7. Social retreat 6 (5.88%) 10 (9.80%) 45 (44.12%) 41 (40.20%)
8. Social attacks 4 (3.92%) 8 (7.84%) 38 (37.25%) 52 (50.98%)
9. Sexual psychological disorders 7 (6.86%) 9 (8.82%) 37 (36.28%) 43 (48.04%)
10. Dependence 8 (7.84%) 6 (5.88%) 48 (47.06%) 40 (39.22%)
11. Impulse 9 (8.82%) 7 (6.86%) 53 (51.96%) 33 (32.35%)
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Figure 3.
Mental Health Level of The Students Subjected to The ExperimentFigure 4.
Scores of tested group and
comparison group before experiment
symptoms; 5.88 % of college students in the X college students may have symptoms, 7.84 % of college students in the dependent component table had more symptoms, and 5.88 % of college students may have symptoms. In the psychotic tendency component table, 7.84 % of
college students had more symptoms, and 5.88 % of college students had symptoms. Among them, somatic factors, compulsive factors and impulse factors in the "symptoms more obvious" in the evaluation of the proportion of the relatively large, anxiety factor, compulsive factor and social withdrawal factor in the "may have symptoms" in the evaluation of the proportion of the relatively large, "general" or "no" the proportion of the two evaluations accounted for the majority. Before the experiment, the mental health level of each group was tested through the "Chinese College Students' Mental Health Scale", and the results were counted and analyzed, respectively, the descriptive statistics of the overall mental health level of the test were listed as tables, and the results were as follows.
There are 12 factors in the Mental Health Scale of College Students, which shows from Table 2 that the test results of the Chinese College Students' Mental Health Scale for the experimental group and the control group are compared with the national average. And the differences in depression, dependence, low
self-esteem, social withdrawal, and sexual
psychological disorder factors are more obvious, which is slightly higher than the national average. It shows that in these five factors, there are certain problems in the mental health status of the experimental students before the experiment. On the anxiety, impulse and paranoia factors, the mental health level of the study students is lower than the national average, and the mental health of the experimental group and the control group in these three factors is general, there are no obvious symptoms.
Table 2. Descriptive statistics on the tested group and comparison group before experiment
Tested group N=51 (M±SD)
Comparison group N=51 (M±SD)
Average level (M±SD)
1. Physicalization 11.86±5.55 10.94±5.64 13.72±4.24
2. Anxiety 13.79±4.21 13.77±4.53 16.60±5.36
3. Depression 11.10±3.99 11.20±1.96 16.00±5.37
4. Inferiority 16.22±5.69 16.94±4.67 15.12±5.15
5. Paranoid 15.86±5.55 15.94±5.64 15.13±4.95
6. Obsessive compulsive disorder 13.77±4.21 13.97±4.53 18.23±5.32
7. Social retreat 11.34±3.99 11.29±3.96 15.59±5.57
8. Social attacks 16.92±5.69 16.94±5.67 14.27±4.38
9. Sexual psychological disorders 11.34±3.99 11.29±3.96 11.37±4.01
10. Dependence 16.92±5.69 16.94±5.67 16.78±5.45
11. Impulse 14.12±4.79 14.23±4.53 14.72±4.49
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Table 3.
Descriptive statistics on the tested group and comparison group before and after
experiment
Tested group N=51 (M±SD)
Comparison group N=51
(M±SD) Difference T-value P
1. Physicalization 15.86±5.55 15.94±5.64 0.01 0.874 P>0.05
2. Anxiety 13.79±4.21 13.97±4.53 -0.21 -0.207 P>0.05
3. Depression 11.34±3.99 11.29±3.96 -0.37 -0.823 P>0.05
4. Inferiority 16.92±5.69 16.94±5.67 -0.28 -0.236 P>0.05
5. Paranoid 14.12±4.79 15.23±4.53 0.46 1.344 P>0.05
6. Obsessive compulsive disorder 11.35±3.78 11.49±3.74 0.06 1.458 P>0.05
7. Social retreat 11.92±5.69 10.94±5.67 -0.08 -0.016 P>0.05
8. Social attacks 19.12±4.79 14.23±4.53 -0.18 -1.458 P>0.05
9. Sexual psychological disorders 11.35±3.78 11.49±3.74 0.05 1.458 P>0.05
10. Dependence 13.92±5.69 16.04±5.67 0.02 0.081 P>0.05
11. Impulse 14.12±4.79 14.23±4.53 -0.11 -0.248 P>0.05
12. Psychotic tendencies 11.15±3.78 10.49±3.74 -0.04 -1.247 P>0.05
Table 4. Descriptive statistics on the tested group and comparison group after experiment
Tested group N=51 (M±SD)
Comparison group N=51 (M±SD)
Difference T-value P
1. Physicalization 6.12±5.69 6.94±5.67 0.23 3.762 P<0.01
2. Anxiety 14.12±4.79 4.23±4.53 0.90 2.012 P<0.05
3. Depression 11.05±3.78 10.49±3.24 1.46 4.128 P<0.01
4. Inferiority 11.92±5.69 10.94±5.07 0.53 3.695 P<0.01
5. Paranoid 4.12±4.79 4.23±4.53 0.46 2.130 P<0.05
6. Obsessive compulsive disorder 1.35±3.78 1.49±3.74 1.13 4.773 P<0.01
7. Social retreat 14.02±5.69 16.94±5.60 0.68 2.018 P<0.05
8. Social attacks 14.12±4.79 14.23±4.51 0.18 0.362 P>0.05
9. Sexual psychological disorders 18.35±3.78 41.49±3.74 -0.15 -0.205 P>0.05
10. Dependence 11.92±5.69 10.94±5.47 -0.20 -0.316 P>0.05
11. Impulse 14.12±4.49 14.23±4.83 -0.40 2.473 P<0.05
12. Psychotic tendencies 11.35±3.08 11.49±3.44 0.05 0.131 P>0.05
In addition to the above eight factors, the difference between other factors and the national average is small, and there is no significant difference compared with the experimental group, control group. As can be seen from Table 3, 102 college students in the experimental group and control group were tested on the college students' mental health scale before the experiment. After comparing the total mental health scores and the scores of the dimensions, it was found that the P-value scored by the total average of mental health and the P-value of each factor was greater than 0.05, with no significant difference. This shows that the mental health level of the two groups selected by this experimental research institute is basically the same, which can ensure that the
experiments made in this study are
homogenous.
Analysis of music teaching effects
As can be seen from Table 4, after the experiment, a total of 102 college students in the
experimental group and control group were tested on the " College Students' Mental Health Scale", and after comparing the total mental health mean and the scores of various dimensions. It was found that there was no significant difference in the compulsive factors, social attack factors, sexual psychological disorder factors, dependence factors, P>0.05 of psychotic tendency factor. There is significant difference in the anxiety factor, paranoia factor, social withdrawal factor, impulse factor, total
mean P>0.05, and there is great significant
difference in the somatic factor, depression factor and low self-esteem factor, P<0.01. The data show that after 3 months of music edification, except the forcing factor, social attack factor, sexual psychological disorder factor, dependence factor, psychotic tendency factor, other dimensions and total mean of the college students in the experimental group., all have significant differences to different degrees, which shows that music has a certain effect on the mental health of college students.
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Combined with the scores of the
experimental group and the control group after the experiment, it was found that the score decreased slightly on sexual psychological disorders and dependence factors. The other factors were better than the control group in the intergroup comparison, indicating that the mental health level of the experimental group after the experiment was higher than that of the control group.
Table 5 shows that the total average and dimension severance almost all have a downward trend of mental health of college students in the pre- and post-experimental groups. The results show, that there is no significant difference in anxiety factor, social attack factor, psychosocial disorder factor, dependence factor, paranoia factor, impulsive factor, psychotic tendency factor P>0.05, there are significant difference on different level of other 5 factors.
It can be seen that before and after the experiment, the mental health level of college students improved significantly in somatic, depressed, low self-esteem, compulsion and social withdrawal factors. Table 6 shows that there were no particularly significant changes in the total meanness of mental health and the dimension scored of each dimension in the pre-experiment and post-pre-experiment control group.
The mean of each dimension was P>0.05,
indicating that the various dimensions and overall levels of mental health in the control group did not have significant differences before and after the experiment. It can be seen that general music teaching on the mental health of college students did not play a great role in promoting.
Figure 5. Average scores on the tested group
before and after experiment
Figure 6. Average scores on the comparison
group before and after experiment
Table 5. Average scores on the tested group before and after experiment, N=51
Before experiment (M±SD)
After experiment
(M±SD) Difference T-value P
1. Physicalization 12.86±5.55 11.94±5.64 0.25 1.762 P<0.05
2. Anxiety 13.79±4.51 14.07±4.53 0.09 2.012 P>0.05
3. Depression 10.31±3.99 11.29±3.96 0.27 3.128 P<0.05
4. Inferiority 16.02±5.29 16.94±5.67 -0.12 4.695 P<0.05
5. Paranoid 14.12±4.79 18.23±4.53 0.35 5.130 P>0.05
6. Obsessive compulsive disorder 15.86±5.55 16.94±5.64 0.97 0.773 P<0.05
7. Social retreat 14.79±4.22 14.97±4.53 0.29 1.018 P<0.05
8. Social attacks 12.34±3.99 14.29±3.06 0.09 2.362 P>0.05
9. Sexual psychological disorders 16.72±5.69 16.94±5.67 0.27 -6.205 P>0.05
10. Dependence 14.12±4.79 15.23±4.53 -0.42 -4.316 P>0.05
11. Impulse 16.82±5.59 16.84±5.77 0.38 2.073 P>0.05
INFLUENCE AND APPLICATION OF MUSIC EDUCATION ON MENTAL HEALTH IMPROVEMENT OF COLLEGE STUDENTS 1259
Table 6. Average scores on the comparison group before and after experiment, N=51
Before experiment (M±SD)
After experiment
(M±SD) Difference T-value P
1. Physicalization 18.86±5.55 15.94±5.64 -0.25 5.762 P>0.05
2. Anxiety 13.79±4.21 13.97±4.53 -0.79 4.012 P>0.05
3. Depression 11.34±3.99 14.29±3.96 0.47 3.128 P>0.05
4. Inferiority 10.92±5.69 18.94±5.67 -0.12 2.695 P>0.05
5. Paranoid 11.12±4.79 17.23±4.53 0.15 1.130 P>0.05
6. Obsessive compulsive disorder 10.88±5.05 14.94±5.64 0.97 0.773 P>0.05
7. Social retreat 13.79±4.41 13.97±4.53 0.27 -1.018 P>0.05
8. Social attacks 17.34±3.49 19.29±3.96 0.49 2.362 P>0.05
9. Sexual psychological disorders 17.92±5.69 18.94±5.67 0.07 5.205 P>0.05
10. Dependence 14.12±4.79 15.23±4.53 -0.02 1.316 P>0.05
11. Impulse 14.92±5.69 10.98±5.67 0.38 2.473 P>0.05
12. Psychotic tendencies 14.12±4.79 15.27±4.53 0.47 -0.131 P>0.05
CONCLUSION
According to the test results before and after the experiment, the total average and dimension severance of the mental health of the college students in the experimental group all have a downward trend, anxiety factor, social attack factor, sexual psychological disorder factor, dependence factor, paranoia factor, impulse factor. There was no significant difference before and after the psychotic tendency factor
experiment (P>0.05), social withdrawal factor
had significant difference (P<0.05), somatic
factor, depression factor, low self-esteem factor. Compulsive factor had very significant difference
(P<0.01). Thus, after a long period of music, the
mental health level of college students in general in the physicalization, depression, low self-esteem, coercion, and social withdrawal of 5 factors have different degrees of change. By analyzing the test results before and after the experiment, it is shown that music teaching has played a certain role in promoting the mental health level of college students. Among them, there is a very important influence on the mental health of college students. through improving the aesthetic level of music, and playing the substantive role of campus broadcasting.
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