Background: This study aimed to explore the correlation between psychological capital and music performance anxiety among Chinese college students majoring in music. Additionally, the study evaluated the chain mediating effects of self-esteem and flow experience.Methods: Three hundred twenty-nine college students pursuing a music major from institutions in Eastern China participated in the study. They were asked to complete the Psychological Capital, Self-Esteem, Flow Experience, and Music Performance Anxiety Scales. Descriptive statistics and correlation analysis were performed, and sophisticated mediation models were created.Results: The results suggest that self-esteem and flow experience play a role in connecting psychological capital and music performance anxiety. Moreover, the ultimate model elucidates significant connections linking psychological capital to self-esteem and flow experience in music performance anxiety.Conclusion: This study offers useful insights for future interventions aimed at mitigating music performance anxiety through the cultivation of students’ psychological capital, self-esteem, and flow experiences.

Inclusive education strives to provide equal educational opportunities for all individuals. Special music education also aims to meet all students’ diverse needs. However, there are few studies using bibliometric to analyze inclusive music with special needs. The purpose of this study is to use Vosviewer and CiteSpace software to analyze the research on inclusive special music education from 2013 to 2022. Using the PRISMA protocol, the researchers extracted bibliometric data from Scopus database to analyze the development and research trends of inclusive special music education from various perspectives, including countries, universities, authors, journals, years, and publishers. This study found that the overall number of papers published in 696 studies that met the inclusion criteria showed an increasing trend year by year. The United States became the country with the largest number of publications (n=157). The keyword "child" emphasizes the current research hotspots in this field. Inclusive is an important research perspective of current special music education, and the integration of inclusive special music education with music therapy, psychology and other research fields is also the research trend in this field. The researchers discussed the research background of inclusive special music education, evaluated the research status, and provided theoretical inspiration for future research in this field.

Participation in group music activities can promote the development of social-emotional competencies (SEC) while decreasing burnout. This study aimed to assess the influence of group singing activities on Chinese college students’ SEC and academic burnout. A cross-sectional comparative research design was employed to investigate the characteristics of social-emotional development of competencies and academic burnout among college students in eastern China who engaged in group singing activities and those who did not. Data were collected using the Social and Emotional Competence Assessment Battery for Adults (SECAB-A) and the Maslach Burnout Inventory-Student Survey (MBI-SS) from 364 individuals who participated in group singing and 360 who did not. The independent samples t -test, Pearson correlation and regression analysis analyses revealed that revealed significant statistical disparities in all evaluated variables between the two groups of participants. Engaging in collective singing endeavors can significantly enhance the cultivation of SEC among college students and mitigate the occurrence of academic burnout. Furthermore, the findings validated an inverse association between SEC enhancement and academic burnout and highlighted their predictive relationship.

This study focuses on the mediating role of self-efficacy and the moderating effect of teacher–student relationships in the relationship between music performance anxiety (MPA) and psychological flourishing among Chinese college music students. A total of 685 Chinese undergraduate music majors with a mean age of 19.95 years completed self-report questionnaires regarding psychological flourishing, the teacher–student relationship, self-efficacy, and MPA. Structural equation modeling (SEM) was employed to ascertain the relationship between MPA and psychological flourishing, as well as to establish a moderated mediation model. The findings indicate that self-efficacy serves as a partial mediator in the relationship between MPA and psychological flourishing. In addition, the teacher–student relationship moderates the effects between MPA and self-efficacy, and between MPA and psychological flourishing. Specifically, stronger teacher–student relationships buffer the negative impact of MPA on self-efficacy and reduce its adverse effects on psychological well-being. These findings highlight the importance of enhancing students’ self-efficacy and fostering strong teacher–student relationships to mitigate the negative effects of MPA on students’ well-being. Future research and educational practices should focus on effectively enhancing self-efficacy and strengthening teacher–student relationships in music education contexts.

The present study ascertained the two-factor mediation role of psychological empowerment and career commitment in the association between emotional intelligence and innovative teaching behaviors of Student Teachers of English in Southeast Chinese University. There are 295 Student Teachers of English in Chinese University to participate in an empirical investigation using the Emotional Intelligence Scale, Psychological Empowerment Scale, Career Commitment Scale, and Innovative Teaching Behavior Scale. Structural equation model (SEM) data analyses were administered using SPSS 24.0 and AMOS 24.0 to test the proposed mediation role. The results showed that there was a significant positive correlation between four independent variables and dependent variable. Two-factor mediation analysis showed that emotional intelligence affects innovative teaching behaviors through two mediation variables. The present results highlight the essential effects of two mediation variables in cultivating innovative teaching behaviors. The current study provides empirical evidence for improving the innovative teaching skills of student English teachers in Chinese University and offers worthwhile educational practice implications.