Relationship between participation in musical instrument lessons and academic stress levels among primary 4-6 students in Hong Kong

Ming Chi WONG

Research output: ThesisHonours Projects (HP)


This study reports the results of an investigation into the relationship between participating in musical instrument lessons and academic stress levels among Primary 4-6 students in Hong Kong. The Educational Stress Scale for Adolescents (ESSA) is employed to measure students’ academic stress levels. A music liking scale is based on the “Students Like Learning Mathematics Scale” of the 4th Grade Student Questionnaire of the Trends in International Mathematics and Science Study (TIMSS). The study sample consisted of 237 primary 4-6 students (125 boys and 112 girls) from two government-aided, co-educational primary schools in Hong Kong. They were grouped into 3 categories of (1) NOW participating, (2) EVER participated and (3) NEVER participated in musical instrument lessons. The results of descriptive statistics indicated that student’s own interest was the greatest reason for musical participation, followed by instrumental reasons such as “required by parents” and “want to have a better future.” The results also showed that there were more students learning more types of instrument, owning a higher grade, preparing for music examination(s) and/or competition, and spending more time on instrument learning. For the preference of participating in musical instrument lessons and the academic stress levels, (1) the NOW students reported obviously higher scores on all statements listen on the questionnaire than the EVER students. A significant positive correlation was found between the music examination(s) and/or competition(s) and the academic stress levels among the NOW students, which suggests that if students are taking part in the instrument lessons and have to prepare for the music examination(s) and/or competition(s), their academic stress would become much higher. Although the students’ preference showed no correlation with the academic stress levels, it could still be related with the interest, number of instrument learning and time spending on instrument learning positively, and with the parents’ requirement of participation negatively. To conclude, the relationship between musical lesson participation and felt academic stress exists if learning instruments involves high demand activities such as examinations and competitions.
Original languageEnglish
QualificationBachelor of Education (Honours)
  • MATSUNOBU, Koji 松信浩二, Supervisor
Publication statusPublished - 2018


  • Alt. title: 探討香港小四至小六學生參加樂器班與學習壓力的關係
  • Honours Project (HP)
  • Bachelor of Education (Honours) (Music) (Five-year Full-time)
  • Programme code: A5B064
  • Course code: MUS4902


Dive into the research topics of 'Relationship between participation in musical instrument lessons and academic stress levels among primary 4-6 students in Hong Kong'. Together they form a unique fingerprint.