The key reasons for dropout in Slovenian music schools - a qualitative study.

Music education often struggles to sustain students' long-term commitment, with many perceiving lessons as frustrating or unengaging, leading to discontinuation. To address this gap, our study aimed to elucidate the primary reasons for dropout from the perspectives of various stakeholders, including students, parents, teachers, and principals. Drawing upon the self-determination theory, our research comprehensively investigated external and internal factors contributing to dropout. Among external factors, competing extracurricular commitments, music theory and solfége lessons, and teacher's approach emerge as the most prominent. Among internal factors, our findings highlighted the critical role of autonomy, competency, and relatedness in shaping students' decisions to continue or discontinue music education. Inadequate teacher-student relationships, limited peer interactions, and uninspiring classroom atmospheres significantly impacted dropout. Moreover, challenges in the music school curriculum, such as difficulties with music theory and solfège, resource limitations, and excessive workloads, emerged as prominent barriers to student engagement. By addressing these multifaceted issues, our study underscores the importance of fostering supportive environments that cater to individual needs and interests, ultimately enhancing the overall music education experience and reducing dropout rates. This research represents the first systematic empirical study in Slovenian music education, laying the groundwork for future quantitative investigations to advance education practices in Slovenia.

Functions of music, focused on the context of music listening, and psychological well-being in late adolescence regarding gender differences.

Late adolescences, as a developmentally challenging transitional period between childhood and adulthood, provides a number of pressures that impact well-being of youth. Among approaches for facilitating well-being, music is reported to be one of the most effective ones, which was especially proven during Covid-19 pandemic. Given the significance of music and music listening in late adolescence, our study sought to examine the relationship between psychological well-being and music listening among university students (N = 603; Nfemale = 356, Nmale = 247) with a focus on the social, intrapersonal, and sociocultural context of music listening. The RESPECT music scale, the SPWB, and the PANAS were used to measure positive and negative affect as well as the six components of psychological well-being. The findings revealed that, while there were no gender differences in the sociocultural setting, females reported to listen to music more frequently than males in intrapersonal and social contexts. In two areas, female students rated their psychological well-being higher than male students: personal growth and positive relationships with others. They also reported experiencing positive and negative affect more frequently than men. Regression analyses revealed that the functions of music explained only a small amount of the variance in psychological well-being. Specifically, music listening in a social and sociocultural context significantly explained two aspects of psychological well-being: personal growth and positive relations with others. The intrapersonal context of music listening predicted a positive affect, while the social context predicted a negative affect. Our study highlights several implications of music listening in youth regarding gender either in everyday activities or in educational and clinical setting.

Wellbeing and flow in sports and music students during the COVID-19 pandemic.

The aim of the study was to explore emotional and cognitive aspects of subjective wellbeing and flow in music and sports students during the lockdown imposed by the COVID-19 pandemic. Participants (314 higher education sports and music students) answered questions about measure of flow, satisfaction with life, satisfaction with studying, positive and negative affect, and COVID-19 impact. The results revealed differences in eight flow dimensions and a global flow score in favor of sports students. Differences were also found in affect: sports students experienced more positive affect and less negative affect than musicians. However, there were no significant differences with regard to satisfaction with life or satisfaction with study, and music and sports students perceived the COVID-19 impact equally. Gender differences were found for three flow dimensions and the global flow score (female students experienced flow less frequently than males) and satisfaction with studying (higher scores for female students). However, no gender differences were detected for satisfaction with life, positive and negative affect, or COVID-19 impact. The results of regression analyses showed that satisfaction with life and studying, positive and negative affect, and COVID-19 impact could all be predicted on the basis of flow dimensions.

Flow and Satisfaction With Life in Elite Musicians and Top Athletes.

Although flow has been studied extensively in music and sport, there is a lack of research comparing these two domains. With the aim of filling this gap, elite musicians and top athletes in Slovenia were contrasted in the current study. Differences for flow and satisfaction with life between elite musicians and top athletes were explored. Individual versus group performance setting and gender differences were considered. 452 participants; 114 elite Slovenian musicians (mean age 23.46 years) and 338 top Slovenian athletes (mean age 22.40 years) answered questions about flow and satisfaction with life measures. The results show differences between elite musicians and top athletes in four flow dimensions: transformation of time and autotelic experience were higher in musicians while clear goals and unambiguous feedback were higher in athletes. However, differences in global flow were not confirmed. Elite musicians and top athletes experienced flow more often in group than in individual performance settings and surprisingly it was experienced more in male than in female top performers. Satisfaction with life has a positive correlation with all nine dimensions of flow, but only challenge-skill balance was a significant predictor for satisfaction with life.

The influence of auditory background stimulation (Mozart's sonata K. 448) on visual brain activity.

Twenty individuals solved a visual oddball task in two response conditions: while listening to the Mozart's sonata K. 448, and while listening to nothing. The recorded event-related potentials (ERP) were analyzed in the time and frequency domains. In the music response condition the ERP peak latencies on the left hemisphere increased, whereas on the right hemisphere a decrease of peak latencies as compared with the silence response condition was observed. In the theta, lower-1 alpha and gamma band increases in induced event-related coherences were observed while respondents solved the oddball task and listened to music, whereas a decoupling of brain areas in the gamma band was observed in the silence response condition. It is suggested that auditory background stimulation can influence visual brain activity, even if both stimuli are unrelated.

The influence of Mozart's sonata K. 448 on brain activity during the performance of spatial rotation and numerical tasks.

The study investigated the influence of Mozart's music on respondents' brain activity while solving spatial rotation and numerical tasks. The method of induced event-related desynchronization/synchronization (ERD/ERS) and coherence (ERCoh) was used. The music condition had a beneficial influence on respondents' performance of spatial rotation tasks, and a slightly negative influence on the performance of numerical tasks as compared with the silence condition. On the psychophysiological level a general effect of Mozart's music on brain activity in the induced gamma band was observed, accompanied by a more specific effect in theinduced lower-2 alpha band whichwas only present while respondents solved the numerical tasks. It is suggested that listening to Mozart's music increases the activity of specific brain areas and in that way facilitates the selection and "binding" together of pertinent aspects of sensory stimulus into a perceived whole.

The "Mozart effect": an electroencephalographic analysis employing the methods of induced event-related desynchronization/synchronization and event-related coherence.

The event-related responses of 18 individuals were recorded while they were listening to 3 music clips of 6 s duration which were repeated 30 times each. The music clips differed in the level of their complex structure, induced mood, musical tempo and prominent frequency. They were taken from Mozart's sonata (K. 448), and Brahms' Hungarian dance (no. 5). The third clip was a simplified version of the theme taken from Haydn's symphony (no. 94) played by a computer synthesizer. Significant differences in induced event-related desynchronization between the 3 music clips were only observed in the lower-1 alpha band which is related to attentional processes. A similar pattern was observed for the coherence measures. While respondents listened to the Mozart clip, coherence in the lower alpha bands increased more, whereas in the gamma band a less pronounced increase was observed as compared with the Brahms and Haydn clips. The clustering of the three clips based on EEG measures distinguished between the Mozart clip on the one hand, and the Haydn and Brahms clips on the other, even though the Haydn and Brahms clips were at the opposite extremes with regard to the mood they induced in listeners, musical tempo, and complexity of structure. This would suggest that Mozart's music--with no regard to the level of induced mood, musical tempo and complexity--influences the level of arousal. It seems that modulations in the frequency domain of Mozart's sonata have the greatest influence on the reported neurophysiological activity.