he effects of auditory perception and musical preference on anxiety in
naive human subjects.
(PMID:12960929) Abstract Citations BioEntities Related Articles External Links Salamon E, Bernstein SR, Kim SA, Kim M, Stefano GB The Long Island Conservatory, 1125 Willis Avenue, Alberton, NY 11507, USA. Medical Science Monitor : International Medical Journal of Experimental and Clinical Research [2003, 9(9):CR396-9] Type: Clinical Trial, Journal Article Abstract Highlight Terms Diseases(1) Species(1) BACKGROUND: The use of music as a method of relieving anxiety has been studied extensively by researchers from varying disciplines. The abundance of these reports focused on which genre of music best aided in the relief of stress. Little work has been performed in the area of auditory preference in an attempt to ascertain whether an individual's preferred music type aids in their anxiety reduction at levels greater than music that they have little or no propensity for. MATERIAL/
METHODS: In the present report we seek to determine whether naive human subjects exposed to music of their preference show a decrease in anxiety, as measured by systolic and diastolic blood pressure values. We furthermore contrast these values to those obtained during non-preferred music listening.
RESULTS: We found statistically significant reduction of anxiety levels only when subjects were exposed to their preferred musical selections.
CONCLUSIONS: Students participating in the study already had knowledge of what genre of music would best relax them. It is our belief, that within the general population, many people do not have this self understanding. We conclude that music therapy may provide a mechanism for this self-understanding and subsequently help alleviate anxiety and stress.
Salamon, E., Bernstein, S. R., Kim, S. A., Kim, M., & Stefano, G. B. (2003). The effects of auditory perception and musical preference on anxiety in naive human subjects. Medical science monitor: international medical journal of experimental and clinical research, 9(9), CR396-9. http://europepmc.org/abstract/MED/12960929
Sound therapy nduced relaxation Salamon, E., Kim, M., Beaulieu, J., & Stefano, G. B. (2003). Sound therapy induced relaxation: down regulating stress processes and pathologies. Medical Science Monitor, 9(5), RA96-RA101.
Importance of music to adolescents Aims. The study aims to determine the importance of music to adolescents in England, and investigates why they listen to and perform music. Sample. A total of 2465 adolescents (1149 males; 1266 females; 50 participants did not state their sex) between 13 and 14 years of age who were attending Year 9 at one of 22 secondary schools in the North Staffordshire region of England. Method. A questionnaire asked participants (a) about their degree of involvement with musical activities; (b) to rate the importance of music relative to other activities; and (c) to rate the importance of several factors that might determine why they and other people of their age and sex might listen to/perform pop and classical music. Results. Responses indicated that i) over 50% of respondents either played an instrument currently or had played regularly before giving up, and the sample listened to music for an average of 2.45 hours per day; ii) listening to music was preferred to other indoor activities but not to outdoor activities; iii) listening to/playing pop music has different perceived benefits to listening to/ playing classical music; iv) responses to suggested reasons for listening to music could be grouped into three factors; and v) responses to suggested reasons for playing music could be grouped into four factors. Conclusions. These results indicate that music is important to adolescents, and that this is because it allows them to (a) portray an image to the outside world and (b) satisfy their emotional needs.
North, A. C., Hargreaves, D. J., & O'Neill, S. A. (2000). The importance of music to adolescents. British Journal of Educational Psychology, 70(2), 255-272. http://onlinelibrary.wiley.com/doi/10.1348/000709900158083/abstract?deniedAccessCustomisedMess age=&userIsAuthenticated=false
reduce stress in school with music http://uteed.net/jom/t21.pdf Scott, E. (2007). Reduce Student Stress and Excel in School.
COLLEGE STUDENTS' ACADEMIC STRESS AND ITS RELATION TO THEIR ANXIETY, TIME MANAGEMENT, AND LEISURE SATISFACTION. Source: American Journal of Health Studies . 2000, Vol. 16 Issue 1, p41. 11p. 5 Charts. Author(s): Misra, Ranjita; McKean, Michelle Subject Terms: *STRESS (Psychology) *ANXIETY *TIME management *COLLEGE students -- Psychology Abstract:Abstract: This paper investigated the interrelationship among academic stress, anxiety, time management, and leisure satisfaction among 249 university, undergraduates by age and gender. Time management behaviors had a greater buffering effect on academic stress than leisure satisfaction activities. Significant gender differences existed among all the measures. Females had more effective time management behaviors than males, but also experienced higher academic stress and anxiety. Males benefited more than females from leisure activities. Freshmen and sophomore students had higher reactions to stress than juniors and seniors. Anxiety, time management, and leisure satisfaction were all predictors of academic stress in the multivariate analysis. Anxiety reduction and time management in conjunction with leisure activities may be an effective strategy for reducing academic stress in college students. Copyright of American Journal of Health Studies is the property of Expert Health Data System, Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.
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An Examination of the Relationship Among Academic Stress, Coping, Motivation, and Performance in College C. Ward Struthers, Raymond P. Perry, Verena H. Menec 27 Citations Purchase on Springer.com $39.95 / 34.95 / 29.95* Buy now
* Final gross prices may vary according to local VAT. Get Access Abstract Empirical evidence suggests that a domain-specific coping style may play an important role in the way students manage stressful academic events and perform at college. The purpose of this research was to examine the extent to which college students' academic coping style and motivation mediate their academic stress and performance. A structural equation analysis showed that the relationship between college students' academic stress and course grade was influenced by problem-focused coping and motivation but not emotion-focused coping. As expected, greater academic stress covaried with lower course grades; however, students who engaged in problem-focused coping were more likely to be motivated and perform better than students who engaged in emotion-focused coping. Strategies for promoting more effective coping in college students are discussed. Look Inside Other actions Export citation Register for Journal Updates About This Journal Reprints and Permissions Add to Papers Share Share this content on Facebook Share this content on Twitter Share this content on LinkedIn Related Content Supplementary Material (0) References (31) About this Article Title An Examination of the Relationship Among Academic Stress, Coping, Motivation, and Performance in College Journal Research in Higher Education Volume 41, Issue 5 , pp 581-592
Cover Date 2000-10-01 DOI 10.1023/A:1007094931292 Print ISSN 0361-0365 Online ISSN 1573-188X Publisher Kluwer Academic Publishers-Plenum Publishers Additional Links Register for Journal Updates Editorial Board About This Journal Manuscript Submission http://link.springer.com/article/10.1023/A:1007094931292