Lirou Wen1, Wen Fen Beh2*, Kenny SL Cheah 3, Feng Wang4
- Ph.D. student in Music Education, Department of Music, Faculty of Creative Arts, University of Malaya, Kuala Lumpur, Malaysia. Email: wlr731293652@163.com
- *Corresponding Author, Dr. Wen Fen Beh, Senior Lecturer, Department of Music, Faculty of Creative Arts, University of Malaya, Kuala Lumpur, Malaysia. Email: beh.wenfen@um.edu.my
- PhD. Senior Lecturer, Faculty of Education, Universiti Malaya, Kuala Lumpur, Malaysia Email: kennycheah@um.edu.my
- PhD, Senior Lecturer, Faculty of Sports Science and Coaching, Sultan Idris Education University. Tanjong Malim, Malaysia 35900. Tel: +60-145243936. ORCID 0000-0003-2448-4073 Email: wangkungfu@hotmail.com
Abstract
Background: Traditional piano teaching methods in China often emphasize technical skills and rote learning, leading to negative emotions such as boredom, anxiety, and monotony among beginners. This approach may contribute to high dropout rates. Purpose: This study evaluates the feasibility and effectiveness of Music-Movement Integrated Piano Teaching (MMIPT) in improving music perception, child-parent relationships, and happiness among piano beginners. Methods: A quasi-experimental design with a pretest-posttest approach was used. The 4-week MMIPT intervention served as the independent variable, and the dependent variables were music perception, child-parent relationship, and happiness. Data were collected through questionnaires and standardized assessment scales. Results: MMIPT significantly improved music perception, with an increase of 6.90 ± 3.29 (P = .000). While there was some improvement in the closeness between parents and children, this change was not statistically significant (increase of 2.35 ± 7.61, P = .108). MMIPT led to a significant reduction in parent-child conflicts (reduction of 16.21 ± 12.07, P = .000), and it also significantly enhanced happiness (increase of 0.96 ± 0.9, P = .000). Conclusion: MMIPT effectively improves music perception and happiness in piano beginners and reduces parent-child conflicts. However, while there was some improvement in closeness, it was not statistically significant.
Keywords: Music-Movement Integrated Piano Teaching, Music Perception, Child-Parent Relationship, Piano Beginners
In piano education, the primary learning phase represents a critical period for establishing foundational skills and appropriate learning behaviors, especially for young beginners aged 4 to 6. This age group is a pivotal stage for musical initiation, aligning with crucial stages of physiological and psychological development (Hatice, 2021). However, traditional piano teaching methods in China face several challenges. These methods often emphasize technical precision and rote memorization, which can suppress students’ intrinsic motivation and reduce their interest in learning (Chen, Kaenampornpan, & Sapaso, 2024). The emphasis on repetitive practice of single movements, common in these methods, frequently leads to negative emotions such as boredom, monotony, anxiety, fatigue, and even feelings of inferiority and tension among beginners (Carson & Polman, 2017; Yan, Gan, Ding, Wu, & Duan, 2021) . These adverse emotional experiences are strongly correlated with high dropout rates in piano education. A survey by Shirley Kirsten (Kirsten, 2012) suggests that up to 95% of students may abandon their piano studies, highlighting the urgent need to address and manage these negative emotional responses.
A comprehensive approach that addresses the multidimensional needs of young learners is essential to improve retention and foster positive learning outcomes. Key factors such as music perception, the child-parent relationship, and general happiness have emerged as crucial variables in supporting successful piano learning experiences for beginners. These factors encompass the ontological, social, and psychological dimensions of a child’s learning journey, each contributing significantly to sustained engagement and emotional well-being (Badri, Al Nuaimi, Guang, Al Sheryani, & Al Rashedi, 2018; Commodari & Sole, 2019; Lanjekar, Joshi, Lanjekar, & Wagh, 2022). While existing research has confirmed the benefits of Dalcroze eurhythmics—a music education approach integrating rhythm, movement, and body coordination—on music education as a whole (AZU FARHANA, 2021; Ismail, Chiat, & Ying, 2023; Ridout & Habron, 2020), its specific application to piano teaching remains underexplored. Nonetheless, studies suggest that incorporating rhythmic movement into piano lessons can enhance core musical skills, enrich the learning experience, and improve engagement among young piano students (Raden Roro Maha Kalyana Mitta Anggoro 2020).
To address these gaps, MMIPT emerges as an innovative pedagogical model, built upon the principles of Dalcroze eurhythmics, designed to enrich piano education by incorporating rhythmic body movements and fostering music perception, it focuses on rhythmic body movements. MMIPT includes Finger Exercise and Rhythm Training, Musical Body Rhythm movement Training, Piano Performance. Unlike the general applications of body movement in fields such as dance and sports, MMIPT is specifically tailored for piano beginners, with the aim of strengthening fundamental music skills, enhancing emotional connection, and ultimately reducing negative emotions in young learners (Chandler & Tricot, 2015; Ismail, Fung Chiat, & Anuar, 2021). By integrating music and movement, MMIPT not only aims to improve musical perception and technical skills but also seeks to foster a more harmonious child-parent relationship and increase overall happiness, which are essential components for creating a supportive and engaging learning environment in early piano education.
The primary focus of this pilot study was to examine the feasibility of the study’s design, procedures, and interventions before undertaking a full-scale study. This initial phase aimed to assess the effectiveness of MMIPT on three key areas for piano beginners: music perception, the child-parent relationship, and overall happiness. Specifically, the study sought to determine the impact of MMIPT on developing music perception skills, improving the quality of the child-parent relationship, and enhancing the happiness of young piano learners.
- Theoretical Framework
Theoretical Framework
This study on the effectiveness of Music-Movement Integrated Piano Teaching (MMIPT) draws from several theories in music education, developmental psychology, and family dynamics, explaining how MMIPT impacts music perception, child-parent relationships and happiness.
2.1 Theories of Music Perception and Learning
The basic idea of cognitive load theory is that cognitive capacity in working memory is limited, so if a learning task requires too much capacity, learning will be hampered (de Jong, 2009). MMIPT, by integrating music with movement, engages both the mind and body, enhancing music perception and reducing cognitive overload. Additionally, Embodied Cognition shows that moving your body can enhance cognition (Bhaise, 2019). Therefore, MMIPT can improve music perception by engaging neural pathways related to rhythm and motor skills.
2.2 Child-Parent Relationships
Social Learning Theory emphasizes the role of observational learning and modeling in child development (Proctor & Niemeyer, 2020). MMIPT fosters a collaborative learning environment where parents actively engage with their children, enhancing emotional bonds and promoting positive reinforcement. Attachment Theory further supports the idea that shared activities like music-making strengthen parent-child connections, improving emotional closeness and reducing conflicts (Maes, 2014).
2.3 Happiness and Positive Psychology
Grounded in Positive Psychology, MMIPT enhances well-being by fostering positive emotions, engagement, and accomplishment (Donaldson, Lee, & Donaldson, 2019). The integration of music and movement can induce flow experiences, where children feel deeply immersed and satisfied, contributing to increased happiness (Murrock & Higgins). Additionally, improved parent-child interactions reduce conflict, creating a harmonious environment that supports emotional well-being.
2.4 Transactional Development
The Transactional Model of Development underscores the reciprocal relationship between children and their environment (Sameroff, 2009). MMIPT promotes a positive feedback loop: as children’s skills and happiness improve, their emotional connection with parents strengthens, leading to further motivation and development.
2.5 Motivation in Education
Motivation in Education believes that the enjoyable process can improve learning motivation (Omar, Jain, & Noordin, 2013). MMIPT, by being engaging and enjoyable, fosters these conditions, enhancing children’s motivation and reducing negative emotions like boredom or anxiety associated with traditional methods.
Summary
This framework highlights how MMIPT, by integrating music, movement, and family interaction, supports cognitive, emotional, and social development, offering a more holistic and effective approach to piano teaching. The study aims to explore these connections and evaluate MMIPT’s impact on music perception, child-parent relationships, and happiness.
The specific framework was shown in Figure 1 as below:
Figure 1. Theoretical Framework
3. Methods
3.1 Research Design
This study aimed to investigate the effectiveness of MMIPT on piano beginners’ music perception ability, child-parent relationship, happiness, in before and after of a 4-week Music-Movement Integrated Piano Teaching. Therefore, a quasi-experiment, pretest and post-test design was adopted to study it. The independent variable was 4 weeks of Music-Movement Integrated Piano Teaching, and dependent variables were music perception ability, child-parent relationship, and happiness. Instruments for music perception ability, child-parent relationship, and happiness were questionnaires and scales as stated below. Initially, participants were selected and completed the pretest. Next, all students received 4 weeks of Music-Movement Integrated Piano Teaching, and a post-test was carried out at the end of the 4th week of Music-Movement Integrated Piano Teaching. Then the data of both pretest and post-test were compared to analyze. Data were collected via the questionnaires of students and parents on music perception ability, child-parent relationship, happiness in 4 weeks of Music-Movement Integrated Piano Teaching.
3.2 Population and Sampling
The population of this study was the students from Qiyin Music Studio (QMS), which is a private piano education center at Nanchang, Jiangxi Province, Mainland China. This studio is dedicated to piano education. Convenient and purposive sampling technique were used to select the 30 sample students.
3.3 Instruments
In this study, the instrument was defined as a questionnaire that assesses these dependent variables as it has been widely adopted and validated in numerous studies previously. Specifically, the Questionnaire of Music Perception Ability (QMPA) was used to measure music perception (Devi Neelamegarajan, 2017); the Parent-Child Relationship Scale (CPRS) was used to measure parent-child relationship (Pianta, 1992); and the Oxford Happiness Questionnaire (OHQ) was used to measure happiness (Hills, 2002).
The researchers also pointed out the validity and reliability of each instrument in this study. For example, the Cronbach’s alpha α = 0.817 for QMPA, the Cronbach’s alpha α = 0.842 for CPRS, the Cronbach’s alpha α = 0.846 for OHQ. Therefore, all those three questionnaire are high validity and reliability.
3.4 Procedure
The research was conducted from August to September 2024, it was divided into four phases. First, the 4-week MMIPT course was designed. Next, participants were enrolled, and a pretest was administered. Following this, the 4-week MMIPT intervention was implemented. Finally, a posttest was conducted to evaluate the outcomes.
3.5 Data analysis
In this study, SPSS version 28 was the instrument for data analysis. As shown in the procedure follow chart, 1 student dropped off MMITP, therefore, the data of 29 students were used for analysis. The specific data methods are descriptive data and paired t test. The value of P < .05 was deemed a significant statistical difference, and P < .01 was deemed an extremely significant statistical difference.
The detail is shown in Figure 1 below:
Figure 2. The Procedure of Study
4. Results
4.1 Demographics
The ages of all participants ranged from 4 to 6 years old. Most of them (82.8%) were girls, and boys accounted for 17.2%. Most children (72.4%) started listening to music before 3 years old. 41.3% of children listened to music for around 0.2 hours per day. Among them, 69% of children like listening to music, and 86.2% of children like dancing. Around half (51.5%) children’s family members have learned one or more kinds ofusic. Besides, most of children (89.7%) came from the family whose incomes are more than 200,000 CNY per year.
Table 1. Demographic (n=29)
| Demographic Characteristic | Percentage (%) |
| Age Range (years) | 4–6 |
| Gender | |
| – Girls | 82.8 |
| – Boys | 17.2 |
| Age When Started Listening to Music | |
| – Before 3 years | 72.4 |
| Daily Music Listening Time | |
| – ~0.2 hours | 41.3 |
| Preference for Music | |
| – Like Listening to Music | 69.0 |
| Preference for Dance | |
| – Like Dancing | 86.2 |
| Family Members with Music Background | |
| – One or More Family Members | 51.5 |
| Family Income (per year) | |
| – >10 thousand CNY | 89.7 |
In this study, the Shapiro-Wilk test of normality was conducted to determine whether the data is normally distributed. The results indicated that we failed to reject the null hypothesis for data (p = 0.329) and concluded that data was normally distributed.
| Table 2. Results of MMITP | ||||
| Mean | N | Std. Deviation | Std. Error Mean | |
| Music Perception-Pre | 12.21 | 29 | 3.589 | 0.667 |
| Music Perception-Post | 19.1 | 29 | 2.455 | 0.456 |
| Closeness-Pre | 38.55 | 29 | 5.667 | 1.052 |
| Closeness-Post | 40.9 | 29 | 3.811 | 0.708 |
| Conflict-Pre | 42.28 | 29 | 7.842 | 1.456 |
| Conflict-Post | 26.07 | 29 | 8.371 | 1.554 |
| Happiness-Pre | 3.80 | 29 | 0.480 | 0.089 |
| Happiness-Post | 4.76 | 29 | 0.658 | 0.122 |
Table 3.The Difference between Pretest and Posttest
| Paired Differences | Sig. (2-tailed) | |||||
| Mean | Std. Deviation | Std. Error Mean | 95% CI | |||
| Lower | Upper | |||||
| Music Perception | -6.90 | 3.92 | 0.73 | -8.39 | -5.41 | 0.000 |
| Closeness | -2.35 | 7.61 | 1.41 | -5.24 | 0.55 | 0.108 |
| Conflict | 16.21 | 12.07 | 2.24 | 11.62 | 20.80 | 0.000 |
| Happiness | -0.96 | 0.90 | 0.17 | -1.30 | -0.62 | 0.000 |
Figure 3.Outcomes of MMIPT
4.2.1 Outcomes of MMIPT on Music Perception for Piano Beginners
According to Table 2 , Table 3, and Figure 2. In the pre-test, the mean and standard deviation of Music Perception are 12.21 ± 3.589, and in posttest, it is 19.1 ± 2.455, which has increased 6.90 ± 3.29, P = .000. Obviously, there is a significantly statistic improvement of music perception for piano beginners. Thus, MMIPT can improve piano beginners’ music perception.
4.2.2 Outcomes of MMIPT on Child-Parent Relationship for Piano Beginners
For Child-Parent relationship, its majority accounts for closeness and conflicts. Therefore, here it is reported from these two dimensions. According to Table 2, Table 3, and Figure 2. In the pretest, the mean and standard deviation of closeness is 38.55 ± 5.667, and in posttest it is 40.9 ± 3.811, which has an increase of 2.35 ± 7.61, P = .108. Obviously, there is not significantly statistic level. Thus, MMIPT has some benefits for piano beginners’ closeness.
According to Table 1, Table 2, and Figure 2, in the pretest, the mean and standard deviation of conflict is 42.28 ± 7.842, and in posttest, it is 26.07 ± 8.371, which has a drop of 16.21 ± 12.07, P = .000. Obviously, there is a significantly statistic reduce of conflict for piano beginners. Thus, MMIPT can dramatically reduce piano beginners’ conflict.
In summary, MMIPT has some benefits for piano beginners’ closeness, and it can dramatically reduce piano beginners’ conflict. Therefore, MMIPT can significantly improve piano beginners’ child-parent relationship.
4.2.3 Outcomes of MMIPT on Happiness for Piano Beginners
According to Table 2, Table 3, and Figure 2, in the pretest, the mean and standard deviation of happiness is 3.80 ± 0.480, and it is 4.76 ± 0.658, which has an increase of 0.96 ± 0.9, P = .000. Obviously, there is a significantly statistic improvement of happiness for piano beginners. Thus, MMIPT can benefit piano beginners’ happiness.
5. Disscussion
Based on the findings as reported above, the researchers have revealed that MMIPT can improve piano beginners’ music perception. MMIPT has some benefits for piano beginners’ closeness, and it can reduce piano beginners’ conflict, it can significantly improve piano beginners’ child-parent relationship. MMIPT can obviously benefits piano beginners’ happiness.
Music-Movement Integrated Piano Teaching enhances music perception by integrating physical movement with musical learning, which aligns with theories of embodied cognition. According to the publication of Angela’s team (Leung, Qiu, Ong, & Tam, 2011), embodied cognition posits that cognitive processes are closely tied to bodily interactions with the environment. MMIPT utilizes this principle by engaging learners in physical activities that mirror musical elements, thus creating a more holistic learning experience. Recent research supports this view, demonstrating that incorporating movement into musical practice can enhance auditory and motor processing, leading to improved music perception (Frischen, Schwarzer, & Degé, 2019). Additionally, MMIPT activates neural networks involved in both motor control and auditory processing, which enhances the ability to perceive musical structures (Kyrtsoudi, Sidiras, Papadelis, & Iliadou, 2023). This dynamic interaction between movement and music not only reinforces cognitive connections but also improves perceptual skills more effectively than traditional methods that focus solely on auditory training.
Music-Movement Integrated Piano Teaching potential benefits for child-parent relationships and the reduction of conflict may be attributed to several factors. First, MMIPT encourages collaborative engagement between parents and children. When parents participate in MMIPT activities, they are more likely to be actively involved in their child’s learning process, which fosters a sense of shared experience and mutual understanding (Chima Abimbola, Onyebuchi Nneamaka, & Idowu Sulaimon, 2024). This collaborative environment can enhance closeness and reduce misunderstandings or conflicts related to piano practice.
Moreover, engaging in MMIPT can reduce conflict by creating a positive and interactive learning environment. According to a Systematic Review of Music‑Based Interventions, music interventions can facilitate emotional expression and communication, which helps in managing and reducing conflicts within families (Rodwin et al., 2022). By integrating movement with music, MMIPT can help children and parents navigate challenges more constructively, leading to a reduction in conflict and an improvement in relational dynamics.
Research has shown that music (Dingle et al., 2021) and movement activities (Li, Huang, Si, & Shao, 2022) are associated with increased positive emotions and overall well-being. MMIPT makes learning more interactive and fun, which can enhance motivation and satisfaction. Additionally, the physical activity involved in MMIPT can contribute to better emotional regulation and stress relief, reduce anxiety, and further promote happiness (Martinez, Gietzen, & McDaniel, 2024; Wang & Syed Ali, 2024). By making piano practice a more pleasurable and less stressful activity, MMIPT helps learners experience greater joy and fulfillment in their musical journey.
6. Limitations and Significance
There are also some limitations about this study. First, all participants came from Nanchang city, Jiangxi province. Children coming from different cities may have different outcomes due to the influence of geographical culture and lifestyle. Next, most students involved in this study are girls. Thus, the researchers were unable to investigate the mediation effects of gender on music perception, child-parent relationship, and happiness for piano beginners. Moreover, the period of this program is 4 weeks, the short duration of MMIPT may also weaken the effects of Music-Movement Integrated Piano Teaching.
On the one hand, it provides theoretical significance for knowledge in the field of piano education. It explains why music can improve piano students’ music perception, child-parent relationship and happiness. On the other hand, it also provides practical guidelines for the primary piano teaching. Especially, formulate a new teaching program, MMIPT for the piano beginners.
9. Conclusion
As a new teaching method that combines music and movement exercise for primary piano teaching, the 4 weeks of practice confirmed MMIPT that it can bring various benefits for piano beginners. MMIPT can improve piano beginners’ music perception, and happiness. It also has some benefits for piano beginners’ closeness, and it can reduce piano beginners’ conflict, it can significantly improve piano beginners’ child-parent relationship. Consequently, MMIPT could be a valued program for piano beginners.
References
AZU FARHANA, A. M. J., I. (2021). INFUSING DALCROZE EURHYTHMICS IN IMPROVING SINGING SKILLS AMONG PRIMARY SCHOOL STUDENTS. QUANTUM JOURNAL OF SOCIAL SCIENCES AND HUMANITIES, 2(1), 24-38.
Badri, M., Al Nuaimi, A., Guang, Y., Al Sheryani, Y., & Al Rashedi, A. (2018). The effects of home and school on children’s happiness: a structural equation model. International Journal of Child Care and Education Policy, 12(1). doi:10.1186/s40723-018-0056-z
Bhaise, S. (2019). Embodied Cognition And Mental Imagery. Ilkogretim Online – Elementary Education Online, 18(4), 2400-2409. doi:10.17051/ilkonline.2019.641235
Carson, F., & Polman, R. C. J. (2017). Self-determined motivation in rehabilitating professional rugby union players. BMC Sports Sci Med Rehabil, 9, 2. doi:10.1186/s13102-016-0065-6
Chandler, P., & Tricot, A. (2015). Mind Your Body: the Essential Role of Body Movements in Children’s Learning. Educational Psychology Review, 27. doi:10.1007/s10648-015-9333-3
Chen, C., Kaenampornpan, P., & Sapaso, P. (2024). Development of Tailored Teaching Model for Beginning Piano Level Among Visually Impaired Students. Journal of Ecohumanism, 3(3), 161-173. doi:10.62754/joe.v3i3.3353
Chima Abimbola, E., Onyebuchi Nneamaka, C., & Idowu Sulaimon, A. (2024). Parent and Community Involvement in Education: Strengthening Partnerships for Social Improvement. International Journal of Applied Research in Social Sciences, 6(3), 372-382. doi:10.51594/ijarss.v6i3.894
Commodari, E., & Sole, J. (2019). Music education in junior high school: Perception of emotions conveyed by music and mental imagery in students who attend the standard or musical curriculum. Psychology of Music, 48, 030573561983296. doi:10.1177/0305735619832962
de Jong, T. (2009). Cognitive load theory, educational research, and instructional design: some food for thought. Instructional Science, 38(2), 105-134. doi:10.1007/s11251-009-9110-0
Devi Neelamegarajan, A. K. U., ArpithaV, Khyathi G. (2017). Development and Standardization of ‘Questionnaire on Music Perception Ability’. Sangeet Galaxy, 6(1), 3-13.
Dingle, G. A., Sharman, L. S., Bauer, Z., Beckman, E., Broughton, M., Bunzli, E., . . . Wright, O. R. L. (2021). How Do Music Activities Affect Health and Well-Being? A Scoping Review of Studies Examining Psychosocial Mechanisms. Front Psychol, 12, 713818. doi:10.3389/fpsyg.2021.713818
Donaldson, S., Lee, J., & Donaldson, S. (2019). The Effectiveness of Positive Psychology Interventions in the Workplace: A Theory-Driven Evaluation Approach. In (pp. 115-159).
Frischen, U., Schwarzer, G., & Degé, F. (2019). Comparing the Effects of Rhythm-Based Music Training and Pitch-Based Music Training on Executive Functions in Preschoolers. Frontiers in Integrative Neuroscience, 13. doi:10.3389/fnint.2019.00041
Hatice, S. (2021). Note reading methods used in piano education of 4 to 6 years old children. Educational Research and Reviews, 16(7), 310-324. doi:10.5897/err2021.4174
Hills, P., & Argyle, M. (2002). The Oxford Happiness Questionnaire: a compact scale for the measurement of psychological well‐being. Personality and Individual Differences, 33, 1073–1082.
Ismail, M. J., Chiat, L. F., & Ying, L. F. (2023). An Active Learning Study: Mastering Music Coordination Skills through Kompang and Dalcroze Eurhythmics among Primary Students. International Journal of Instruction, 16(1), 191-204. doi:10.29333/iji.2023.16111a
Ismail, M. J., Fung Chiat, L., & Anuar, A. F. (2021). Learning Music through Rhythmic Movements in Malaysia. Malaysian Journal of Learning and Instruction, 18(Number 1), 241-263. doi:10.32890/mjli2021.18.1.10
Kyrtsoudi, M., Sidiras, C., Papadelis, G., & Iliadou, V. M. (2023). Auditory Processing in Musicians, a Cross-Sectional Study, as a Basis for Auditory Training Optimization. Healthcare (Basel), 11(14). doi:10.3390/healthcare11142027
Lanjekar, P. D., Joshi, S. H., Lanjekar, P. D., & Wagh, V. (2022). The Effect of Parenting and the Parent-Child Relationship on a Child’s Cognitive Development: A Literature Review. Cureus, 14(10), e30574. doi:10.7759/cureus.30574
Leung, A. K. y., Qiu, L., Ong, L., & Tam, K. P. (2011). Embodied Cultural Cognition: Situating the Study of Embodied Cognition in Socio‐Cultural Contexts. Social and Personality Psychology Compass, 5(9), 591-608. doi:10.1111/j.1751-9004.2011.00373.x
Li, J., Huang, Z., Si, W., & Shao, T. (2022). The Effects of Physical Activity on Positive Emotions in Children and Adolescents: A Systematic Review and Meta-Analysis. Int J Environ Res Public Health, 19(21). doi:10.3390/ijerph192114185
Maes, M. L. P.-J. (2014). MUSIC PERCEPTION AND EMBODIED MUSIC COGNITION. In L. Shapiro (Ed.), THE ROUTLEDGE HANDBOOK OF EMBODIED COGNITION (pp. 79-89). New York: Routledge.
Martinez, A. G., Gietzen, L., & McDaniel, V. F. (2024). Exploring the Role of Physical Activity Influencing Emotional Regulation and Mental Health in Adolescents. Pacific Journal of Health, 7(1). doi:10.56031/2576-215x.1046
Murrock, C. J., & Higgins, P. A. The theory of music, mood and movement to improve health outcomes. (0309-2402 (Print)).缺少年份、期刊名、卷期、页码
Omar, S., Jain, J., & Noordin, F. (2013). Motivation in Learning and Happiness among the Low Science Achievers of a Polytechnic Institution: An Exploratory Study. Procedia – Social and Behavioral Sciences, 90, 702-711. doi:10.1016/j.sbspro.2013.07.143
Pianta, R. C. (1992). Child-Parent Relationship Scale. Retrieved from https://education.virginia.edu/research-initiatives/research-centers-labs/center-advanced-study-teaching-and-learning/castl-measures#:~:text=Child%2DParent%20Relationship%20Scale%20(CPRS,with%20their%20son%20or%20daughter.
Proctor, K. R., & Niemeyer, R. E. (2020). Retrofitting social learning theory with contemporary understandings of learning and memory derived from cognitive psychology and neuroscience. Journal of Criminal Justice, 66, 101655. doi:https://doi.org/10.1016/j.jcrimjus.2019.101655
Raden Roro Maha Kalyana Mitta Anggoro , H. Y. K. (2020). Study of Dalcroze’ Eurhythmics Concept on Hanon Fingering Etude in Developing Piano Core Skill. Paper presented at the Proceedings of the International Joint Conference on Arts and Humanities (IJCAH 2020).
Ridout, R., & Habron, J. (2020). Three Flute Players’ Lived Experiences of Dalcroze Eurhythmics in Preparing Contemporary Music for Performance. FRONTIERS IN EDUCATION, 5. doi:10.3389/feduc.2020.00018
Rodwin, A. H., Shimizu, R., Travis, R., Jr., James, K. J., Banya, M., & Munson, M. R. (2022). A Systematic Review of Music-Based Interventions to Improve Treatment Engagement and Mental Health Outcomes for Adolescents and Young Adults. Child Adolesc Social Work J, 1-30. doi:10.1007/s10560-022-00893-x
Sameroff, A. (2009). The transactional model of development: How children and contexts shape each other. The Transactional Model. doi:10.1037/11877-000
Shirley Kirsten. (2012). The nitty-gritty reasons why piano students drop out: Two staunchly different opinions. Retrieved from https://patch.com/california/elcerrito/bp–the-nitty-gritty-reasons-why-piano-students-drop-6cd35e70d4
Wang, F., & Syed Ali, S. K. B. (2024). Health benefits of short Taichi Qigong exercise (STQE) to University Students’ core strength, lower limb explosive force, cardiopulmonary endurance, and anxiety: A Quasi experiment research. Medicine (Baltimore), 103(13), e37566. doi:10.1097/MD.0000000000037566
Yan, L., Gan, Y., Ding, X., Wu, J., & Duan, H. (2021). The relationship between perceived stress and emotional distress during the COVID-19 outbreak: Effects of boredom proneness and coping style. J Anxiety Disord, 77, 102328. doi:10.1016/j.janxdis.2020.102328