A new study co-authored by Lu Song of SEGi University sheds light on how male and female music students experience emotions and self-concept differently in the learning environment. Published in the British Journal of Educational Psychology, the research uses network analysis to map internal relationships between music self-concept and music emotions—an approach rarely taken in existing literature.
Mapping music emotions and self-concept
While most prior research has examined music self-concept and emotional engagement as separate constructs, this study explores how they interact dynamically within a connected psychological network. Drawing on data from 515 music majors in China, the researchers found that high music self-concept and boredom were central to both male and female students’ emotional profiles.
However, gender differences emerged in how boredom was expressed:
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Male students reported a broader disengagement from the entire course.
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Female students showed boredom through daydreaming and a lack of interest in learning materials.
The findings emphasise the importance of recognising these gender-specific emotional responses in order to develop more personalised and effective teaching strategies. As a co-author, Lu Song brings SEGi University to the forefront of research in music education, emotional engagement, and learner-centred pedagogy.
This research contributes to several global education and wellbeing initiatives, including:
SDG 4 – Quality Education: Promotes inclusive, responsive teaching that supports different learner needs
SDG 5 – Gender Equality: Recognises gender-specific emotional patterns in education
SDG 3 – Good Health and Well-being: Encourages emotionally supportive learning environments
Read the full research article here:
Mapping gender networks of music self-concept and music emotions