Emotion Regulation Processes Can Benefit Self-Regulated Learning in Classical Musicians

Peistaraite, Ugne; Clark, Terry

doi:10.3389/fpsyg.2020.568760

Cited by 16 publications

(12 citation statements)

References 78 publications

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“…Nonetheless, there are a number of important connections to existing research on music-making, as well as a range of other topics. Most notably, our findings complement research conducted by Peistaraite and Clark (2020) . They investigated how emotion regulation processes relate to self-regulated learning (SRL) among classical musicians.…”

Section: Discussionsupporting

confidence: 88%

“…Their findings showed that reappraisal (an emotion regulation process that involves modifying the way in which a situation is evaluated; Gross and John, 2003) correlated with multiple scales of all three phases of the SRL construct: forethought, performance, and selfreflection (according to Zimmerman, 2002). Peistaraite and Clark (2020) showed that reappraisal was associated with enhanced use of SRL in musicians and suggested the potential utility in considering emotion regulation as part of SRL in musicians. Our approach complements their findings by assessing self-reported regulation of specific targeted emotions during the musical practice process.…”

Section: Discussionmentioning

confidence: 99%

“…The effective use of emotion regulation strategies may reinforce musicians' goals, whereas the ineffective use of regulation strategies may result in musicians adjusting their goals unnecessarily (Mazur and Laguna, 2019). A similar sentiment is made by Peistaraite and Clark (2020), who note that musicians may avoid setting learning goals or may set very vague goals if they experience strong negative emotions which they cannot handle every time their goal is challenged. Finally, research could focus on the relationship between musicians' health and emotion regulation behaviours, with a view to maximising health as a longterm outcome.…”

Section: Directions For Developmentmentioning

confidence: 95%

“…Findings in this area suggest that, for example, choir singing can positively impact emotional state, immune competence and social connectedness ( Kreutz et al, 2005 ; Bullack et al, 2018 ). More recently, Peistaraite and Clark (2020) have investigated emotion regulation in the context of self-regulated learning (SRL) processes among classical musicians. This study demonstrated that a musician is more likely to engage in SRL when they had a higher use of emotion reappraisal which is considered to be an adaptive regulation strategy.…”

Section: Introductionmentioning

confidence: 99%

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Instrumental and Hedonic Motives for Emotion Regulation in Musical Practice

Madden

Jabusch

2021

Front. Psychol.

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Emotion regulation literature often emphasizes that individuals regulate their emotions for hedonic reasons. However, there is increasing support for an instrumental approach to emotion regulation. This approach suggests that emotions are regulated if they are believed to be beneficial to the pursuit of personally relevant goals. When pursuing a long-term goal, an individual may forego immediate, hedonic emotional reward in order to maximize the instrumental benefits of emotions. The current study investigates emotion regulation behaviour in the context of musical practice. We examine whether musicians adopt specific, regulated emotional stances which support their goal orientation, and which are in line with their beliefs regarding the functional impact of emotions. Via an online questionnaire, 421 musicians reported their goal-orientation, meta-emotion beliefs, and affect-regulation strategies. Participants then completed a scale assessing specific emotions they would regulate in order to support their musical practice. Data were analysed using PCA, MANOVA, subgroup analysis and categorical regression. Musicians reported using affect-improvement strategies more often than affect-worsening strategies in order to influence how they felt during musical practice. Greater reported use of affect-worsening strategies was associated with stronger meta-emotion beliefs supporting the possible instrumental benefits of unpleasant emotions (F = 30.33; p < 0.01; ηp2 = 0.06). Musicians who strongly endorsed this belief more strongly pursued mastery goals in contrast to enjoyment goals. In terms of specific targeted emotions, musicians generally sought to reduce unpleasant emotions, and increase pleasant, energizing emotions in order to support their musical practice. However, a subgroup of mastery- rather than enjoyment-oriented musicians may seek a mixed emotional state, increasing anger and nervousness in conjunction with a number of pleasant emotions (Wilks λ1,420 = 14.42; p < 0.01; ηp2 = 0.50). Musicians who pursue expert musical skills may be motivated to experience emotions that combine the instrumental and hedonic benefits of emotions. Musicians who practice for enjoyment may prioritize emotions that maximize only the hedonic benefits. Future research should aim to identify the regulated emotional states that best support specific musical practice outcomes in an individual. It will also be important to understand on all levels, including music performance quality as well as health and well-being, the outcomes that may be associated with the use of affect-worsening strategies and unpleasant emotions. Research in this field may equip musicians with novel skills for better pursuit of their goals, and may help to maximize health and well-being in musical practice.

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Section: Discussionsupporting

confidence: 88%

Section: Discussionmentioning

confidence: 99%

Section: Directions For Developmentmentioning

confidence: 95%

Section: Introductionmentioning

confidence: 99%

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Instrumental and Hedonic Motives for Emotion Regulation in Musical Practice

Madden

Jabusch

2021

Front. Psychol.

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“…Kim, 2016;Ko, 2012;Park & Lee, 2015;Yang et al, 2019) (Hong & Lee, 2016b;Jang & Heo, 2017;S. Kim, 2016;You, 2014) (Hong & Yi, 2016a;Ko, 2012 (Hong et al, 2015;Lee et al, 2016;Peistaraite & Clark, 2020;Pekrun et al, 2002 Kim, 2014;Hong et al, 2015;Lee et al, 2016;Sung & Jin, 2012). 중학교 1학년(J.…”

mentioning

confidence: 99%

The structural relationships among adolescents’mobile phone dependency, trajectories of depression, and self-regulated learning abilities

Hong¹

2021

Fam. Environ. Res

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The purpose of this study was to examine the longitudinal relationships between Korean adolescents’mobile phone dependency, trajectories of depression, and self-regulated learning abilities. To achieve these goals, structural equation modeling analysis was conducted, using the 3rd, 5th and 7th wave of the data on 4th graders taken from the Korean Children and Youth Panel Survey. The results can be summarized as follows. First, growth-curve longitudinal analysis indicates that depression in 6th through 10th grade has increased. Second, mobile phone dependency among adolescents at 6th grade has a significant effect on both the initial value and the rate of change in depression. Also, the initial value and the rate of change in depression have significant relationships with mobile phone dependency at 10th grade. Moreover, both increased levels of mobile phone dependency and the rate of change in depression significantly influence adolescents’self-regulated learning abilities at 10th grade. Based on a longitudinal data set, these findings demonstrate the causal relationships between Korean adolescents’trajectories of depression and their mobile phone dependency. The findings also provide a comprehensive framework with implications for adolescents’development through an understanding of the relationships between adolescents’depression and mobile phone dependency, which impact their self-regulated learning abilities.

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A Feasibility Study of a Program Integrating Mindfulness, Yoga, Positive Psychology, and Emotional Intelligence in Tertiary-Level Student Musicians

et al. 2022

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Objectives Higher education student musicians face high physical, psychological, and emotional demands affecting their well-being and academic experience. This study examined the feasibility and preliminary effectiveness of the so-called CRAFT program, based on mindfulness, yoga, positive psychology, and emotional intelligence, to improve psychological well-being, psychological distress, emotional regulation, and physical flexibility amongst tertiary education student musicians. Methods Using a single-arm pre-post study design, student musicians (n = 25) at a royal conservatory of music in Spain followed a 25-week CRAFT program that was curricularly implemented during the academic year 2018/2019, once a week for 50 min. The outcome measures included were the Five Facet Mindfulness Questionnaire (FFMQ), the Subjective Psychological Well-Being Subscale (SPWS), the Emotional Regulation Questionnaire (ERQ), the Depression Anxiety and Stress Scale (DASS-21), and the Sit and Reach Test (SRT). Results Paired samples t-test and practical significance analyses revealed significant improvements for the total scale of the FFMQ (g = 0.28), the Observe (g = 0.44) and Describe (g = 0.38) subscales of the FFMQ, the SPWS (g = 0.32), the Reappraisal subscale of the ERQ (g = 0.43), and the SRT (g = 0.39). A similar pattern of results was observed in a filtered sample (n = 15) when excluding participants simultaneously engaged in yoga/meditation activities other than the CRAFT program. Conclusions These results indicated that the CRAFT program is a promising intervention for improving mindfulness skills and health and well-being states and abilities amongst higher education student musicians. Further research is needed to substantiate these findings and extend them to similar settings and populations with complex psychophysical concerns.

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Emotion Regulation Processes Can Benefit Self-Regulated Learning in Classical Musicians

Cited by 16 publications

References 78 publications

Instrumental and Hedonic Motives for Emotion Regulation in Musical Practice

Instrumental and Hedonic Motives for Emotion Regulation in Musical Practice

The structural relationships among adolescents’mobile phone dependency, trajectories of depression, and self-regulated learning abilities

A Feasibility Study of a Program Integrating Mindfulness, Yoga, Positive Psychology, and Emotional Intelligence in Tertiary-Level Student Musicians

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