Stressors and psychological distress: Music listening as a coping strategy for pre-service kindergarten teachers

Siu Hang Eric KONG, Wik-Ki WONG

Research output: Contribution to journalArticlespeer-review

1 Citation (Scopus)

Abstract

Against the backdrop of the worldwide spread of COVID-19, this study aims to validate a model for coping with psychological distress and examine the effect of music listening, as a coping strategy, in moderating and lessening the effects of stressors on psychological distress. Based on 198 returned questionnaires from preservice kindergarten teachers, this study suggests students experienced such common mental health issues as stress, anxiety and depression due to the COVID-19 pandemic. Time pressures, general social mistreatment, academic alienation and developmental challenges were significant stressors predicting students’ anxiety. Music listening played a prominent moderating role on the relationship between stressors and psychological wellbeing mental health/psychological distress. However, music with lyrics with a positive meaning may lessen the moderating effect of musical elements. This study suggests that music listening has a prominent moderating effect on health/psychological distress, while the implicit or explicit musical meaning of the music perceived by the audience determines its moderating effect. Copyright © 2021 The Author(s).

Original languageEnglish
Pages (from-to)260-275
JournalInternational Journal of Music Education
Volume40
Issue number2
Early online dateOct 2021
DOIs
Publication statusPublished - May 2022

Citation

Kong, S.-H., & Wong, W.-K. (2022). Stressors and psychological distress: Music listening as a coping strategy for pre-service kindergarten teachers. International Journal of Music Education, 40(2), 260-275. doi: 10.1177/02557614211050986

Keywords

  • Mental health
  • Music listening
  • Pressure
  • Stress
  • Teacher education

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