The Influence of Music Education Participation on Physical and Mental Health Among Senior Primary School Students in Guandu District, Kunming, China
Year: 2026
Type: article
Abstract: This cross-sectional quantitative study examined the levels of music education participation and physical–mental health among senior primary school students in Guandu District, Kunming, China, and investigated whether music education participation was associated with, and predicted, students’ physical and mental health after controlling for selected background variables. Data were collected from 777 Grade 4 to Grade 6 students in four public primary schools using purposive and convenience sampling. Two self-report instruments were used: an adapted Music Education Participation Scale, based on the Active Musical Participation Index, consisting of 10 items across five dimensions; and an adapted Physical and Mental Health Scale, based on Zhou’s Mental Health Test, consisting of 26 items covering physical symptoms and seven mental-health dimensions. Both instruments demonstrated acceptable validity and internal consistency. The results showed that students reported a relatively low level of music education participation (M=2.45,SD=0.80M = 2.45, SD = 0.80M=2.45,SD=0.80) and a moderately positive level of physical and mental health (M=3.55,SD=0.70M = 3.55, SD = 0.70M=3.55,SD=0.70). Male students reported significantly higher music participation and physical–mental health than female students. Students without professional out-of-school music training reported significantly higher music participation than students with such training. Music education participation was significantly but weakly and positively correlated with physical–mental health (r=.107,p<.01r = .107, p < .01r=.107,p<.01). However, after controlling for gender, grade level, and professional music-training experience, music education participation was not a significant independent predictor of physical–mental health (β=.063,p>.05\beta = .063, p > .05β=.063,p>.05). The findings suggest that music participation may be associated with student well-being, but its role should be interpreted within a broader educational, family, and developmental context. The study provides preliminary evidence for promoting inclusive, enjoyable, and non-utilitarian music education as part of whole-child well-being initiatives aligned with SDG 3, SDG 4, and SDG 10.
Source: Acta Innovations
Language: English
Subfield: Music
Field: Arts and Humanities
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W7225835702
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