Abstract

This study investigates the relationship between musical training and Emotional Intelligence (EI) among undergraduate and postgraduate students from diverse academic disciplines across six universities in India. The primary objectives are to assess EI levels in students trained and not trained in Indian Classical Music and to examine the influence of gender and type of musical training on EI. A sample of 130 students was divided into two groups: those with compulsory musical association for five years or more and those without musical exposure. Data was collected using a validated Emotional Intelligence Scale based on Goleman’s model. The results indicate that students with musical training have significantly higher EI levels than their non-musical counterparts. Additionally, male students demonstrated higher EI levels than female students, while no significant difference was found between students learning instrumental and vocal music. These findings highlight the positive impact of musical training on emotional intelligence and suggest that music education could play a crucial role in enhancing students’ emotional and social competencies. The study’s implications extend to educational and developmental contexts, advocating for integrating music education compulsorily in education at every level.

Keywords: Emotional Intelligence (EI), Musical Training, Indian Classical Music, Managing Emotions, Self-awareness, Music Education

Introduction:

Emotional Intelligence (EI) has gained significant attention over the past few decades as an essential determinant of personal and professional success. The ability to comprehend and identify one’s own emotions and those of others is Emotional intelligence [EI].  EI encompasses a range of skills crucial for effective communication, decision-making, and relationship-building. Honing these skills helps an individual manage emotions, leading to sound physical and mental health, resulting in a stress-free life.

The term Emotional Intelligence was expounded by Salovey and Mayer in 1990. They define Emotional Intelligence as “the ability to monitor one’s own and other’s feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and actions.” (1990, p.189) The concept of EI was then popularised by Goleman (1995), who professed that emotional intelligence determines 80 % of success and that only 20 % of success is achieved by ordinary intelligence (Kanesan & Fauzan 2019, p.3). There are three EI models: a. Ability model, b. Mixed model, and c. Trait model. The present study is based on Goleman’s mixed model. The dimensions of personal and social competence explained in this model are self-awareness[i], self-management[ii], social- awareness[iii]  and relationship management[iv]. (Kanesan & Fauzan 2019).

These four interrelated dimensions form a comprehensive framework for understanding and developing emotional intelligence and have been extensively applied in various domains, including education, where understanding and managing emotions is critical for student success. EQ is particularly relevant for students engaging in academic and extracurricular activities in educational settings. Music education, for example, has been linked to enhanced emotional and cognitive development (Bugaj & Brenner, 2011; Hallam, 2010; Hargreaves et al., 2003; Walton, 2014). Music training hones technical skills and fosters emotional sensitivity, empathy, and social cohesion. Conversely, students not trained in music might develop EQ through different channels, such as sports, social clubs, or academic pursuits.

The present research is based on these four dimensions of EI. It aims to explore the levels of Emotional Intelligence among undergraduate and postgraduate students, focusing on two primary comparative analyses:

1. To compare the Emotional Intelligence (EQ) levels between students trained in music and those not trained in music.
2. To investigate the relationship between EQ, gender, and the type of music studied.

Music and Emotional Intelligence:

Music is an art form that is inherently success-oriented and helps individuals acquire non-musical abilities also in both active and passive associations. Research indicates that a long-term association with music during childhood positively impacts IQ and academic performance (Schellenberg, 2006, 2012; Cabanac, 2013). Additionally, Hallam & Price found that soothing background music in a classroom of emotionally and behaviourally disturbed children significantly improved math task performance. Studies have also examined the relationship between music and Multiple Intelligences, finding significant correlations (Agrawal et al., 2019; Wu, 2015). Since scholastic ability and general intelligence are no longer sufficient for an individual to be successful, emotional intelligence becomes an essential parameter. Aptitude for self-management and handling interpersonal relationships and emotions are decisive factors for a stress-free and efficacious life.

Researchers found that music education has an influential role in improving emotional intelligence (Kaschub, 2002) and enhancing the emotional maturity of students of different age groups (Vijayabanu & Menon, 2016; Wang et al., 2022; Camerlinga et al., 2022). Destiana (2017) highlights music as a valuable tool for balanced development, enhancing children’s physical, mental, and emotional abilities. Furthermore, Kim & Kim (2018) demonstrated the effectiveness of a musical instrument performance program in enhancing EI, reducing anxiety, and mitigating aggression among Korean elementary school children. These studies collectively underscore the multifaceted benefits of music education, supporting cognitive and academic growth and fostering emotional and social development.

A few studies conducted in India relate music to multiple dimensions of Intelligence and justify the impact of association with music on Multiple Intelligence and coping strategies.  A research study in a government-aided school in Delhi revealed statistically significant progress in mathematical aptitude for the experimental group compared to the control group (Raja & Bhalla, 2020). Learning music has helped to enhance low achievers’ academic performance and has supported students in overcoming homesickness in a residential school (Pyasi, 2012).  In a comparative study, Agarwal et al. (2022) compared music-experienced and non-music-experienced adolescents, revealing that the music-experienced adolescents performed better than those not experienced with music in various subdomains of multiple intelligence. The effect of music on the intelligence quotient, emotional quotient, social intelligence, and resilience was found to be significant in a study of 100 college-going students (Singh et al., 2022).

Several studies explored the relationship between EI and musical interventions and learning, covering a diverse impact on various age groups and professions. A study  (Nogaj, 2020) involving 354 participants aged 16 to 19 investigated the association of artistic abilities with the psychological functioning of the students involved in music and arts. The findings indicated that the students associated with music showed higher EI levels, especially for emotional awareness.

Why people listen to music depends on their trait EI. In a study with 181 participants, Lonsdale (2019) found that trait EI scores were positively related to listening to music for the purpose of arousal management and reminiscing about the past when the effects of participants’ sex, age, and stress were taken into account. The findings also indicated that individuals with high trait EI might use music differently from their less emotionally intelligent counterparts. Results of a study by Zarian et al. (2021) demonstrated that combining aerobics with music can be effective in improving both EI and MP, which can be used to strengthen motor skills and intelligence in schools and clubs. This study investigated the effect of aerobic rhythmic exercises with and without music on emotional intelligence (EI) and motor proficiency (MP).

Although most studies suggest a positive impact of music listening and learning associations on emotional intelligence, some studies failed to prove the correlation[v] and some explored the reverse effect in a study on undergraduate music students by providing them with  EI training (McGinnis, 2018).

Methodology:

This study involves two groups of 130 undergraduate and postgraduate students from six universities in India with diverse academic disciplines. The division of the participants was based on their association with Indian Classical Music. The participants were divided into two groups:

• Group A: (Compulsory Musical Association) Students with formal, compulsory involvement with Indian Classical Music as part of their curriculum or extracurricular activities.
• Group B: (No Exposure to Indian Classical Music): Students with no formal or compulsory association with Indian Classical Music.

The data was collected through a convenient sampling method. A questionnaire was sent to 250 students via emails and social media platforms, out of which 170 responded. After removing the participants who could not meet the criteria for having five years of association with music for Group B and incomplete responses, 130 samples were finally considered for the study. Informed consent was obtained from the participants for their willingness to participate in the study. A validated tool on a 5-point Likert scale, based on Goleman’s model of Emotional Intelligence comprising four dimensions – Self-awareness, Self-Management, Social Awareness, and Relationship Management was used to measure participants’ EQ.  The data was analysed using a pivot table and statistically validated with independent sample t-test.

Results and Discussions

The data was analysed using the pivot tables and the independent sample t-test to test the hypothesis. The comparative score of EQ of Group A (M = 4.40) with a compulsory association with Indian Classical Music for at least five years and Group B (M = 4.00) with no association with music and the details of the independent sample t-test for the mean EQ of both groups are shown in Table 1.

Ho= There is no significant difference between the mean EQ of Groups A and B.

Table 1: Comparison of EQ of Group A and Group B

	AV Group A	AV Group B
Mean	4.40	4.00
Variance	0.42	0.27
Observations	65.00	65.00
Pooled Variance	0.34
Hypothesized Mean Difference	0.00
df	128.00
t Stat	3.89
P(T<=t) one-tail	0.00
t Critical one-tail	1.66
P(T<=t) two-tail	0.00
t Critical two-tail	1.98

The t-test revealed that the p-values, one-tailed (7.92799E-05) and two-tailed (0.00015856), are much smaller than 0.01. This indicates that the difference between the EQ in Group A and Group B is statistically validated. Hence, the null hypothesis is rejected. Additionally, the t Stat (3.89) is more significant than both the critical values for one-tail (1.65) and two-tail (1.97), which further supports rejecting the null hypothesis. This means that music-initiated Group A has a higher Emotional Intelligence level compared to the non- music-initiated Group B. Therefore, it can be stated that those who learn music have higher EQ than others.

Table 2: Independent t-test for EQ of Males and Females

Ho: There is no significant difference between the mean EQ of Males and Females.

	AV Total Females	AV Total Males
Mean	4.08	4.29
Variance	0.31	0.44
Observations	68	61
Pooled Variance	0.37
Hypothesized Mean Difference	0
df	127
t Stat	-1.99
P(T<=t) one-tail	0.02
t Critical one-tail	1.65
P(T<=t) two-tail	0.04
t Critical two-tail	1.97

An independent t-test revealed a statistically reliable difference between the Mean of EQ in Females (m = 4.08) and the Males (M = 4.29). Since the P-Values one-tailed (0.02) and two-tailed (0.04) are below the threshold of 0.05, the null hypothesis is rejected. The t Stat (-1.99) is less than the critical values for both one-tail (-1.65) and two-tail (-1.97), which also supports rejecting the null hypothesis in favour of the alternative hypothesis. Hence the findings prove that the males have higher EQ than females.

Table 3: Independent t-test for EQ of Students learning Vocal and Instrumental music

Ho: There is no significant difference between the mean EQ of Instrumental and Vocal students.

	EQ Instrumental	EQ Vocal
Mean	4.51	4.24
Variance	0.51	0.28
Observations	37	27
Pooled Variance	0.41
Hypothesized Mean Difference	0
df	62
t Stat	1.62
P(T<=t) one-tail	0.05
t Critical one-tail	1.66
P(T<=t) two-tail	0.11
t Critical two-tail	1.99

The t-test failed to reveal a statistically significant difference between the mean EQ of Instrumental Students (4.51) and Vocal Students (4.24). The null hypothesis is accepted since both the one-tailed p-value (0.05) and the two-tailed p-value (0.11) are greater than 0.05. The t Stat (1.62) is less than the critical values for both one-tail (1.66) and two-tail (1.99), which further supports the failure to reject the null hypothesis. In conclusion, the t-test results indicate no significant difference between the EQ of Instrumental and Vocal students.

Some additional findings with Pivot Table

Table 4: Comparison of EQ levels of Males and Females

Row Labels	Average of  EQ 1	Average of  EQ 2	Average of EQ 3	Average of EQ 4	Average Total
Female	4.71	4.14	4.21	4.02	4.27
Male	4.87	4.38	4.27	4.50	4.51
Grand Total	4.80	4.27	4.24	4.29	4.40

Figure 1

Table 4 displays the average of levels of EQ in all four dimensions of EI and the average of sum of all of them. The average of all four dimensions of EI for males is 4.51, and for females is 4.27. The average EQ levels for all four dimensions are also high for males. Hence, it can be concluded that the EQ levels of males are found higher than females in this study.

Table 5: Comparison of EQ levels of Instrumental and Vocal music students

Row Labels	Average of AV EQ 1	Average of AV EQ 2	Average of AV EQ 3	Average of AV EQ 4	Average of AV Total
Instrumental	4.95	4.37	4.23	4.51	4.51
Vocal	4.59	4.14	4.27	4.00	4.25
Grand Total	4.80	4.27	4.24	4.29	4.40

Figure 2

Table 5 displays the individual levels of EQ components and the total average EQ of Instrumental and Vocal music students. The total average of students learning instrumental music is 4.51, and those learning vocal music is 4.25. The results suggest that the EQ of Instrumental students is higher than that of vocal students.

Inferences:

This study explored the levels of EQ among university students and compared the EQ levels based on their association with music. The t-test results indicated a statistically significant difference between the two groups- Group A with a compulsory association with Indian Classical Music for more than five years and Group B with no association with ICM, leading to the conclusion that the students having a compulsory association with music for more than five years have higher EQ levels than their counterparts. It further validates that the males have higher EQ compared to the females. Lastly, the difference between the EQ levels of students learning Instrumental and vocal music was not statistically significant. This suggests that the type of music they learn does not impact the EI of an individual.

This study provides scope for further research related to EI and Music with a diverse and large sample size to validate the association of music education with EI and revise the policies related to curriculum development and thoughtful inclusion of Music in School Education. If music learning proves to be a supporting factor in enhancing EQ, the students’ EI can be developed at a tender age. Like others, music students also need a high EQ, as they have to present their music and require a high degree of self-awareness, confidence and social awareness to become successful in academic and personal pursuits.

Notes

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[i] It involves Emotional self-awareness, accurate self-assessment and self-confidence. This is the foundational dimension of EI. Individuals who are much more aware of themselves will be able to monitor their emotions and understand the effect of emotions on their interactions and performance. They can understand their strengths and weaknesses and strongly appreciate their worth.

[ii] This includes emotional self-control, trustworthiness, conscientiousness, adaptability, achievement drive, and initiation. Individuals can control disruptive and impulsive emotions, maintain focus during crises, and maintain honesty and integrity. They will be responsible, organised, and reliable in managing personal and professional tasks. Good at adapting to changes and new situations and open to innovative and creative thinking and problem-solving. Effective self-management allows individuals to remain calm under pressure, manage stress effectively, and respond to challenges with a constructive attitude.

[iii] It involves empathy, service orientation and organisational awareness. Individuals with high social awareness are good at interpersonal relationships. They will be able to understand the emotions and concerns of people around them or a group or an organisation and respond appropriately.

[iv] This involves influence, communication, conflict management, visionary leadership, catalysing change, building bonds, teamwork and collaboration. Individuals with strong relationship management can motivate, communicate and negotiate with others effectively. They are good team workers and excellent leaders who can initiate and manage changes with their encouraging and innovative approaches. They can resolve conflicts and develop strong networks and relations.

[v] In her study, Kulkarni found no significant difference between the self-awareness and EI of music-learning and non-learning participants (2022).

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