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Arts & Communication Emotional experience of listening to music

significant differences were observed in the participants’ Funding
emotional experience of the compositions with respect to
the sociodemographic variables examined in this study, The research, analysis, and publication of the article were
contrary to the proposed hypothesis. financed by the authors of the article.
5. Conclusion Conflict of interest

People listen to music for various reasons, such as regulating Amir Begić and Jasna Šulentić Begić are Editorial Board
their mood, expressing an identity, communicating and Members of this journal but were not in any way involved
connecting with others, recalling the past, and simply for the in the editorial and peer-review process conducted for
sake of enjoyment. This study investigated the emotional this paper, directly or indirectly. Separately, other authors
28
declared that they have no known competing financial
experiences of Croatian music school students while listening
to music. Considering the results, H , H , and H were not interests or personal relationships that could have
1
2
3
accepted. Over half of the examined students identified influenced the work reported in this paper.
the same emotion for all eight compositions. For some Author contributions
compositions, most students shared the same experience.
Compositions with a slow tempo, quiet dynamics, and a Conceptualization: Amir Begić, Jasna Šulentić Begić
minor key evoked the emotion of sadness. Students identified Formal analysis: Amir Begić, Jasna Šulentić Begić
calmness in compositions with a slow tempo and quiet Investigation: Amir Begić, Želimir Stehlik
dynamics, with gradual transitions to loud dynamics and in a Methodology: Amir Begić, Jasna Šulentić Begić
major key. Happiness was related a fast tempo, loud dynamics, Writing – original draft: Jasna Šulentić Begić, Amir Begić
and in the major key. Finally, anger/anxiety was identified with Writing – review & editing: Jasna Šulentić Begić, Amir
a fast tempo, dissonant harmonies, and remarkable changes in Begić
dynamics. However, the research failed to account for certain Ethics approval and consent to participate
sociodemographic variables, such as the instrument the
students played and the musical education of their parents. Written parental consent was requested and obtained so
Further research is required in these aspects. that the research would be in accordance with the ethical
The results of this study indicate that there are no code.
differences in the participants’ emotional experience of Consent for publication
songs with respect to their sex, grade, or familiarity with
the composition. However, it is important to consider Not applicable.
that the participants were children from predominantly
monocultural environments. Therefore, studies that include Availability of data
participants from different cultures and/or those who are Data are available from the corresponding author on
of different ages may yield different results. Regarding the reasonable request.
findings of this study, the results suggest that teachers can use
certain compositions to evoke specific emotions in students, References
thereby facilitating the creation of a classroom atmosphere. 1. Lazarus RS. Emotion and Adaptation. New York: Oxford
In other words, if the students are in a negative mood, University Press; 1991.
this could be influenced by playing certain compositions 2. Škojo T. Induciranje emocija glazbom s osvrtom na ulogu
to improve their mood. Likewise, certain compositions glazbene poduke [Inducing Emotions through Music
can be played to calm students when they are anxious or and the Role of Musical Education]. Nova Prisutnost.
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students the chance to grow their emotional intelligence, his Emotions (and Learn to Manage Them)]. Zagreb: Element
one of the cornerstones of a healthy, fulfilling life. d.o.o.; 2013.
4. Bognar L, Dubovicki S. Emotion in the teaching process.
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None. 5. Vidulin S, Plavšić M, Žauhar, V Usporedba spoznajnog

Volume 3 Issue 3 (2025) 8 doi: 10.36922/ac.6009