ReviewFrontiers in psychology2022
Music students' workload, stress, and coping in higher education: Evidence-based policymaking.
Review in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed.
- The hidden curriculum of endurance: how students' psychosocial stress becomes normalised in arts higher education.International journal of qualitative studies on health and well-being · 2026Article
- The Use of Coping Strategies for Everyday Challenges by University Students: Brazil-Finland Cross-National Study.Scandinavian journal of psychology · 2026Observational
- LyricEmotionNet for robust emotion recognition with hybrid CapsNet-memory network architecture.Scientific reports · 2025Article
- Turning the spotlight: Hostile behavior in creative higher education and links to mental health in marginalized groups.PloS one · 2025Article
- The Influence of Multiple Factors on Musicology Doctoral Students' Academic Performance: An Empirical Study Based in China.Behavioral sciences (Basel, Switzerland) · 2024Article
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Abstract
Evidence-based policies are needed to support students as they cope with their experiences of workload and stress in higher music education. This subject was explored in the Music Student Workload Project as a collaboration between Finland and the United Kingdom in seven studies: (1) a theoretical study scrutinizing diverse higher music education systems in connection with equality and cultural reproduction; (2) a systematic review mapping international research on music students' workload; (3) a methodological study discussing the transcendental phenomenological approach as a method for obtaining a meaningful understanding of music students' experiences in higher education; (4) a qualitative study exploring music students' workload experiences in connection with their meaningful engagement in music; (5) a mixed-method study shedding light on music students' proactive coping styles in connection with workload and stress; (6) a mixed-method study examining music students' experienced workload, stress, and livelihoods; and (7) a qualitative study exploring teachers' ways of supporting music students' workload and stress. The meta-narrative synthesis was conducted by triangulating the key elements of these studies to generate four actionable policy and intervention recommendations to inform educational policies and practices for supporting students in coping with workload and stress in higher music education: (1) support music students' proactive coping skills; (2) find solutions to the unequal workload and stress experiences between low-income and well-off students, different genders, and different study programs; (3) ensure teachers' continuing professional development, particularly in the learner-centered pedagogical approaches; and (4) invest resources for providing more longitudinal, cross-cultural, and interventional research investigating music students' discipline-specific experiences of workload and stress.
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