The Effects of Different Music Types on the Emotional Intelligence of Junior High School Students

• Main Authors: Chu, She-Wen, 褚曉雯
• Other Authors: Chang, Cheng-Chieh
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/pqq6hr

碩士 === 國立臺灣海洋大學 === 教育研究所 === 107 === The purpose of this study is to explore the effects of different music types on the emotional intelligence of junior high school students. The research adopts pre- and post-experimental methods to study eighth-grade students in Keelung. Six classes, with a total of 164 students, were divided into three groups. The two experimental groups got classical music teaching and popular music teaching separately, while the control group got traditional music teaching. After a semester of 18-week music course, we learned about the effects of different music types on the emotional intelligence of junior high school students. Before and after the experiment, the middle school students' emotional intelligence scale was used to learn the changes in students’ emotional intelligence. Descriptive statistics and ANOVA are used in data analysis. The internal consistency of the scale was measured with the result of .95 in both pre-test and post-test, so the content of this scale is consistent. Finally, qualitative interviews and data analysis are used with the hope to further understand the effects on students’ emotional intelligence. The results of this study are as follows: First, the effects of different music types on the emotional intelligence of junior high school students are as follows: (1)In "Classical music teaching," the effects on the students’ "emotional cognition" gets the highest score, followed by "emotional adjustment," "positive motivation," and "emotional expression." (2)In "Popular music teaching," "emotional cognition" gets the highest score, followed by "progressive motivation", "emotional expression," "emotional reflection," and "emotional adjustment". (3)In "Traditional teaching," "emotional cognition" gets the highest score, followed by "positive stimulation," "emotional adjustment," "emotional expression," and "emotional reflection". Second, classical music teaching has a significant effect on students’ emotional intelligence: After the experimental teaching, students in the classical music teaching group have significantly higher average scores in emotional expression, positive motivation, emotional regulation, and emotional reflection than those in the traditional teaching group. Third, the analysis results of qualitative interviews three aspects: (1)Students’ prior experience: students said that they began to learn music in elementary school and they are interested in classical music, pop music, music in movies, traditional music, and Japanese and Korean songs. (2)Access to music: there are radio stations, Philharmonic stations, youtube...etc. (3)Emotional Intelligence Impact: Students all said that they are less stressed and more relaxed after listening to music. The last part of the study suggests that school administrators, teachers, counselors, and parents can use different music types to enhance the emotional intelligence of junior high school students. Also, they can use music as a medium for emotional expression and emotional adjustment to guide students, understand students, help improve, and positively develop students’ emotional intelligence.