The Role of Improvisational Bamboo Flute Course in Shaping Emotional Well-Being: A Qualitative Study Among University Students
Abstract
The bamboo flute, a traditional Chinese instrument known for its distinctive sound and expressive qualities, holds a valuable place in music education. While much research has explored music education’s effects on mental health and emotional well-being, limited attention has been given to the specific role of bamboo flute courses in shaping university students' emotional experiences. This qualitative study investigates how an improvisational bamboo flute course influences the emotional well-being of university students, examining its impact on students’ positive emotions, engagement, social connections, sense of purpose, and feelings of accomplishment. Using semi-structured interviews, the study gathered in-depth insights from five university students. Interview data were recorded, transcribed, manually coded, and analyzed for comprehensive accuracy. Findings indicate that the bamboo flute course significantly enhanced university students’ emotional well-being, providing an effective outlet for emotional expression, stress relief, and personal growth, and underscoring the broader benefits of traditional music education for emotional health in modern contexts.
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Xu, Z. (2022). Chinese art of playing the bamboo flute: Musica Hodie, 22. https://doi.org/10.5216/mh.v22.73248
Pillay, J. (2022). University Students’ Mental Health: A Concern for All. In Handbook of Healthand Well-Being (pp. 277–293). https://doi.org/10.1007/978-981-16-8263-6_12
Zhang,W.L. (2011). Study on bamboo flute art [M]. Beijing: People's Music Publishing House.
Seligman, M. E. P. (2011). Flourish: a visionary new understanding of happiness and well-being. Choice Reviews Online, 48(12), 48–7217. https://doi.org/10.5860/choice.48-7217
Mottier, H., Duarte, L. R., & Raufaste, É. (2014). A multidimensional approach to measuring well-being in students: Application of the PERMA framework. The Journal of Positive Psychology, 10(3), 262–271. https://doi.org/10.1080/17439760.2014.936962
Farmer, N., & Cotter, E. W. (2021). Well-Being and Cooking Behavior: Using the Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment (PERMA) model as a theoretical framework. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.560578
Pokharel, R. (2021). Impact of music on mental health. Meds Alliance Journal of Medicine and Medical Sciences, 1(1), 101–106. https://doi.org/10.3126/mjmms.v1i1.42959
Cohen, S., & Bodner, E. (2019). Flow and music performance anxiety: The influence of contextual and background variables. Musicae Scientiae, 25(1), 25–44. https://doi.org/10.1177/1029864919838600
Mozgalova, N. G., Baranovska, I. G., Hlazunova, I. K., Mikhalishen, A. V., & Kazmirchuk, N. S. (2021). Methodological foundations of soft skills of musical art teachers in pedagogical institutions of higher education. Linguistics and Culture Review, 5(S2), 317–327. https://doi.org/10.21744/lingcure.v5ns2.1355
Guan, T., Luo, N., & Matsunobu, K. (2022). Nurturing student ethnic identity through culturally responsive music teaching in China. International Journal of Music Education, 41(4), 598–615. https://doi.org/10.1177/02557614221132550
Varner, E. (2019). General music learning is also social and emotional learning. Journal of General Music Education, 33(2), 74–78. https://doi.org/10.1177/1048371319891421
Wong, Z. Y., & Liem, G. a. D. (2021). Student engagement: current state of the construct, conceptual refinement, and future research directions. Educational Psychology Review, 34(1), 107–138. https://doi.org/10.1007/s10648-021-09628-3
Zelenak, M. S. (2020). Developing Self-Efficacy to improve music achievement. Music Educators Journal, 107(2), 42–50. https://doi.org/10.1177/0027432120950812
Váradi, J. (2022). A review of the literature on the relationship of music education to the development of Socio-Emotional Learning. SAGE Open, 12(1), 215824402110685. https://doi.org/10.1177/21582440211068501
McKoy, C. L., & Lind, V. R. (2022). Culturally Responsive teaching in music education. https://doi.org/10.4324/9781003208136
Sun, J. (2022). Exploring the impact of music education on the psychological and academic outcomes of students: Mediating role of Self-Efficacy and Self-Esteem. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.841204
Krause, A. E., Maurer, S., & Davidson, J. W. (2020). Characteristics of self-reported favorite musical experiences. Music & Science, 3, 205920432094132. https://doi.org/10.1177/2059204320941320
Dingle, G. A., Sharman, L. S., Bauer, Z., Beckman, E., Broughton, M., Bunzli, E., ... & Wright, O. R. L. (2021). How do music activities affect health and well-being? A scoping review of studies examining psychosocial mechanisms. Frontiers in psychology, 12, 713818. https://doi.org/10.3389/fpsyg.2021.713818
He, Q., Attan, S. A., Zhang, J., Shang, R., & He, D. (2024). Evaluating music education interventions for mental health in Chinese university student: a dual fuzzy analytic method. Scientific Reports, 14(1), 19727. https://doi.org/10.1038/s41598-024-70753-4
Lahdelma, I., Athanasopoulos, G., & Eerola, T. (2021). Sweetness is in the ear of the beholder: chord preference across United Kingdom and Pakistani listeners. Annals of the New York Academy of Sciences, 1502(1), 72-84. https://doi.org/10.1111/nyas.14655
Woody, R. H. (2021). Music education students’ intrinsic and extrinsic motivation: A quantsitative analysis of personal narratives. Psychology of Music, 49(5), 1321-1343. https://doi.org/10.1177/0305735620944
Published
2024-12-01
How to Cite
ZHEN, Jiang; HUI MIN, Low.
The Role of Improvisational Bamboo Flute Course in Shaping Emotional Well-Being: A Qualitative Study Among University Students.
Asian Journal of Research in Education and Social Sciences, [S.l.], v. 6, n. 4, p. 432-441, dec. 2024.
Available at: <https://myjms.mohe.gov.my/index.php/ajress/article/view/28539>. Date accessed: 16 may 2025.
Section
English Section
