Interest in the study of emotions in education has grown in recent years. Some of our modern challenges, such as constantly adapting to new scenarios or the need for team work have justified the introduction of emotional competence into educational systems, while diverse studies confirm the relationship between music and emotional intelligence, so that the former could be used as a tool to develop the latter. The aim of this work was to examine the evidence for positive effects of music on the emotions of 3- to 12-year-old children, to which end a systematic review was carried out. Two reviewers independently evaluated 424 studies that were identified in MEDLINE, Psycinfo, and CINAHL databases, in order to determine whether they met the stated inclusion criteria. A total of 26 articles were selected for review. The results suggest several beneficial effects of music on children’s development, such as greater emotional intelligence, academic performance, and prosocial skills. It can therefore be concluded that music should be used in school settings, not only as an important subject in itself, but also as an educational tool within other subjects.

Background: Currently, there are few empirical studies that demonstrate the effects of music on specific emotions, especially in the educational context. For this reason, this study was carried out to examine the impact of music to identify affective changes after exposure to three musical stimuli. Methods: The participants were 71 university students engaged in a music education course and none of them were musicians. Changes in the affective state of non-musical student teachers were studied after listening to three pieces of music. An inter-subject repeated measures ANOVA test was carried out using the Positive and Negative Affect Schedule (PANAS) to measure their affective state. Results: The results revealed that: (i) the three musical experiences were beneficial in increasing positive affects and reducing negative affects, with significant differences between the interaction of Music Experiences × Moment (pre-post); (ii) listening to Mahler’s sad fifth symphony reduced more negative affects than the other experimental conditions; (iii) performing the blues had the highest positive effects. Conclusions: These findings provide applied keys aspects for music education and research, as they show empirical evidence on how music can modify specific affects of personal experience.

The use in psychology of crowdsourcing platforms as a method of data collection has been increasing in popularity because of its relative ease and versatility. Our goal is to adapt the Gratitude Questionnaire–20 Items (G20) to the English language by using data collected through a crowdsourcing platform. The G20 is a comprehensive instrument that takes in consideration the different basic processes of gratitude and assesses the construct’s cognitive, evaluative, emotional, and behavioral processes. We test the psychometric properties of the English version of the G20 with a Prolific (ProA) user sample. We assess the adequacy of the G20 for the crowdsourcing population in its English version. A description of the characteristics of the participants is conducted. Reliability analyses reveal an optimal internal consistency of the adapted scale. The results are discussed from a cross-cultural vision of gratitude. We conclude that the Gratitude Questionnaire–20 Items (G20), adapted to English with an American sample, is a psychometrically strong instrument to measure gratitude using crowdsourcing platforms for data collection and, therefore, a reference and useful tool in future research.

A lo largo de la historia de la educación se han sucedido diversas revisiones, reformulaciones y cuestionamientos de la misma, en distintos niveles de concreción, que han ido configurando en nuestro imaginario colectivo una idea general de lo que se entiende como educación crítica. En un sentido amplio, pueden incluirse en este proceso tanto las propuestas que emanan del movimiento de la Escuela Nueva como el conjunto de tradiciones que se desarrollan a partir de los postulados de la teoría crítica elaborada por la Escuela de Frankfurt. No obstante, esta proliferación teórica ha generado una dispersión discursiva que dificulta su comprensión y aplicación en los distintos ámbitos educativos. En el marco de la didáctica general, se ha realizado desde la década de 1980 un esfuerzo por sistematizar estos principios y situarlos en contraposición con otras formas complementarias de entender la educación. Esta sistematización se ha realizado principalmente en base a los conceptos de paradigma científico, teoría curricular y modelo didáctico. Sin embargo ha sido criticada por ser excesivamente abstracta y poco operativa en relación con las distintas áreas de conocimiento. Por ello, este trabajo revisa de forma sintética dicha sistematización realizada y formula su aplicación al ámbito concreto de la educación musical. Así, se establecen los parámetros paradigmáticos, curriculares y didácticos que deberían guiar a una educación musical crítica y se plantean ejemplos como el cuestionamiento de la belleza intrínseca del propio objeto musical, la selección del repertorio utilizado o el reconocimiento a las identidades culturales presentes en el aula.

The development of a Spanish musical profile questionnaire, designed to assess both objective aspects of musical engagement and psychological dimensions, represents a significant advancement in the fields of music psychology and music education. Grounded in prior research and created by experts in music education, this instrument offers a comprehensive portrait of musicians by capturing their training, experience, and psychological characteristics. A total of 261 musicians, ranging in age from 16 to 61 years, were recruited through incidental sampling to complete the questionnaire. The final version encompasses both objective indicators of musical dedication and a psychological profile scale. The psychometric evaluation of the scale supported a robust three-factor model comprising “Musical Self-Perception”, “Personal Cost of Music”, and “Existential Contribution of Music”. The 10-item scale demonstrated acceptable internal consistency, along with strong criterion and convergent validity, affirming the instrument’s reliability. The discussion regarding the inclusion or exclusion of items related to theoretical content reflects an evidence-based approach aimed at continuous refinement of the tool. Furthermore, the identification of future directions, including exploration of additional psychological dimensions and potential adaptations for diverse cultural or educational contexts, underscores a forward-looking commitment to the ongoing development and applicability of the questionnaire.

ResumenEl presente trabajo estudia la influencia que la música ejerce sobre las emociones en alumnado perteneciente a la etapa de Educación Secundaria Obligatoria y Bachillerato. Para ello, se realiza un diseño cuasiexperimental en el que se expone a 104 alumnos de un instituto público del área metropolitana de Valencia a una audición musical y se mide con el test PANAS el cambio en sus emociones. Se pretende demostrar que la música es una herramienta válida para la mejora emocional del alumnado, así como reforzar la importancia de esta materia en el currículo. Esta investigación nace debido a la falta de presencia del factor emocional en las aulas y se fundamenta en los estudios realizados por gran cantidad de autores que certifican la importancia que poseen las emociones en la vida diaria, así como los posibles beneficios que éstas ofrecen en la vida académica del alumnado.AbstractThis paper studies the influence that music exerts on emotions in students belonging to the stage of Compulsory Secondary Education and Baccalaureate classroom. For this, a quasi-experimental design is carried out in which 104 students from a public institute of the metropolitan area of Valencia are exposed to a musical audition and the change in their emotions is measured with the PANAS test. It is intended to demonstrate that music is a valid tool for the emotional improvement of students, as well as reinforcing the importance of this subject in the curriculum. This research was born due to the lack of presence of the emotional factor in the classrooms and is based on studies carried out by a large number of authors who certify the importance of emotions in daily life, as well as the possible benefits they offer in the student academic life.