New Edition of Psychological Features, Music, and Well-Being: Theories and Applications

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Guest Editor
Department of Psychology, Catholic University of Milan, 20123 Milano, Italy
Interests: personality; psychopathology; music and well-being
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Special Issue Information

Dear Colleagues,

After the first edition of our Special Issue (closed in May 2022), we are thrilled to announce the beginning of a new Special Issue on the same topic.

We strongly believe in music and its power to affect well-being. Previous research has shown the positive effects of music interventions (both passive and active) on the physical and psychological symptoms of different populations. Based on this evidence, music can be considered effective in reducing stress and it can be a relevant tool for relieving stress-related symptoms, particularly during and after the global pandemic of COVID-19.

When using music therapy, nonverbal forms of musical interaction are fundamental. Sound allows, regardless of meanings or specific language, a certain form of communication and, thus, relationality between people. Moreover, music is strongly related both to the expression of human personality and to brain functioning: it can reveal some implicit information about personal features and is able to affect the brain responses. Knowing how, when and why these effects occur can be helpful as a base for developing more effective music-based interventions aimed at enhancing well-being from a wide perspective.

All studies that include possible applications to promote well-being with music intervention as a therapeutic tool in clinical and nonclinical settings are welcome.

You may choose our Joint Special Issue in International Journal of Environmental Research and Public Health.

Dr. Osmano Oasi
Dr. Barbara Colombo
Dr. Chiara Rossi
Guest Editors

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Keywords

  • personality characteristics
  • music interventions
  • music and well-being
  • music and neuroscience

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Published Papers (1 paper)

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Research

11 pages, 304 KiB  
Article
Resilient Behaviors in Music Students: Relationship with Perfectionism and Self-Efficacy
by Félix Arbinaga
Behav. Sci. 2023, 13(9), 722; https://doi.org/10.3390/bs13090722 - 30 Aug 2023
Cited by 4 | Viewed by 2036
Abstract
Self-efficacy and perfectionism play an important role in high-performance activities. This cross-sectional study analyzes the relationship between these constructs and resilience in a sample of 145 music students (57.9% female) with a mean age of 27.77 years. Perfectionism was assessed using the Multidimensional [...] Read more.
Self-efficacy and perfectionism play an important role in high-performance activities. This cross-sectional study analyzes the relationship between these constructs and resilience in a sample of 145 music students (57.9% female) with a mean age of 27.77 years. Perfectionism was assessed using the Multidimensional Inventory of Perfectionism in Sport; resilience, using the Resilience Scale; and self-efficacy, using the General Self-Efficacy Scale. Females, compared to males, are more perfectionist, both on the adaptive (Cohen’s d = 0.41) and maladaptive scales (Cohen’s d = 0.70). However, no gender differences were found in self-efficacy or resilience scores. Music students categorized as highly resilient obtained significantly higher self-efficacy scores (Cohen’s d = 1.30). However, no differences were found between high- and low-resilience students in perfectionism scores, the total scale scores, or its adaptive or functional factor (striving for perfection). Differences were found for the maladaptive factor, negative reactions to imperfection, where low-resilience students scored higher on negative reactions to imperfection (Cohen’s d = 0.49). Self-efficacy shows significant predictive power for resilience (β = 0.525, p < 0.001). Although functional perfectionism did not significantly predict resilience, a marginal negative relationship was found between dysfunctional perfectionism and resilience (β = −0.156, p = 0.063). The results are discussed concerning their implications for music pedagogy and teacher intervention. Full article
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