ArticleFrontiers in psychology2026
Effects of multicultural piano education on children's psychosocial wellbeing: the roles of cross-cultural musical competence and cultural identity.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Introduction: Children's psychosocial wellbeing is closely linked to emotional regulation, social competence, self-esteem, resilience, and cultural identity. Traditional piano instruction commonly prioritizes technical skills and Western classical repertoire, leaving its psychological and cross-cultural potential underexplored. This study examined whether a structured multicultural piano education programme could enhance psychosocial wellbeing in children aged 6-12 and whether cross-cultural musical competence and cultural identity mediated these effects. Methods: A 12-week stratified controlled intervention included 320 children, allocated to a multicultural piano education group ( Results: Compared with conventional piano education, multicultural piano education produced more favorable changes in emotion regulation, anxiety, social competence, loneliness, self-esteem, psychological resilience, and heart rate variability. It also improved cross-cultural musical competence and cultural identity. Mediation analyses indicated that changes in cross-cultural musical competence and cultural identity partially accounted for the association between the intervention and the model-level psychosocial outcome construct. Discussion: Multicultural piano education may provide a practical educational approach that integrates aesthetic learning, intercultural awareness, and psychosocial development in children. The findings support the value of embedding culturally diverse musical content and structured cross-cultural learning activities within piano education.
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