Contributions to Music Education - Volume 47 - Investigating Happiness and Gratitude Among University Music Majors During a Global Pandemic - descriptive research replicating prior study

Oct 15, 2026

Descriptive research investigates happiness and gratitude among university music majors during a global pandemic, replicating a prior study by comparing perceived happiness components—pleasure, meaning, and engagement—and gratitude across year in school and major type (music education vs. non-music education). Findings show collective meaning, engagement, and gratitude scores lower than the earlier study, while pleasure is slightly higher. Seniors report higher gratitude than freshmen through graduate students, and music education majors report higher meaning and gratitude than other majors.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Introduction

Background: Stress and mental health among music majors

Positive psychology models: happiness and gratitude

Gratitude research background

Purpose and research focus

Key findings and implications

Contributions to Music Education Vol. 47 (2022), pp. 175-189. h. Christian BernharD ii The State University of New York at Fredonia Investigating Happiness and Gratitude Among University Music Majors During a Global Pandemic The primary purpose of this descriptive research was to replicate a previous study, comparing perceived happiness (pleasure, meaning, and engagement) and gratitude levels of university music majors by year in school (freshman, sophomore, junior, senior, or graduate) and major (music education or non-music education) . The secondary purpose was to examine relationships among perceived pleasure, meaning, engagement, gratitude, and academic/personal variables (number of credits and hours per week of classes, ensembles, homework, practice, exercise, sleep, work, and socializing) . Participants were 267 music majors at a public university school of music . Collectively, mean scores for meaning, engagement, and gratitude were lower than the previous study, while mean scores for pleasure were slightly higher . Variance was much greater in the current study, with collective standard deviations well higher for all four variables . Seniors reported higher levels of gratitude than freshmen, sophomores, juniors, or graduate students, and music education majors reported higher levels of meaning and gratitude than other majors . Conclusionsand recommendations are offered to help university music majors reduce stress and make the most of their academic and personal lives . Keywords: positive psychology, mental health, college students, COVID-19 Introduction Researchers and educators have long posited that university students can be challenged by issues related to stress (e.g., Bernhard, 2005; Gold et al., 1989; Jacobs & Dodd, 2003; Kitzrow, 2003), more recently evidenced by acute anxiety, depression, and impostor syndrome among music majors (e.g., Gilbert, 2021; Payne et al., 2020; Sims & Cassidy, 2020) . Gold et al. (1989) conducted an early study of burnout among university elementary education majors and found moderate levels of emotional exhaustion, depersonalization, and perceived lack of personal Contributions to Music Education accomplishment. Jacobs and Dodd (2003), as well as Kitzrow (2003), suggested that university students may be challenged by living away from home for the first time, negotiating new personal relationships, and managing course attendance and homework. They also reported that variation in schedule, such as holidays and other university vacations, may cause unexpected turmoil. Bernhard (2005) extended this work to specifically examine potential burnout among music education majors, and reported that unique stressors such as ensemble requirements, individual practice time, and hours of field experience may compound problems. Gilbert (2021) supported these results more recently, finding that music majors reported higher levels of anxiety and depression than non-music majors, as measured by the Burns Anxiety Inventory and Burns Depression Checklist. Sims and Cassidy (2020) also reported high levels of impostor syndrome among music education graduate students, as measured by the Clance Impostor Phenomenon Scale. While many higher education music faculty and administrators have attempted short-term interventions and long-term curricular changes, sudden and turbulent shifts forced by the COVID-19 pandemic exacerbated many of the existing problems. New challenges related to physical isolation, online classes, remote performances, and inequitable access to resources typically available on university campuses may have led to deepening feelings of stress and hopelessness for many music majors. Even prior to the viral pandemic, experts from the field of positive psychology developed models about how healthy human beings, including university students, can respond to stress. They suggested that practices related to happiness (pleasure, meaning, and engagement) and gratitude can he

FAQs

What is the primary purpose of the study?

To replicate a previous study by comparing perceived happiness (pleasure, meaning, engagement) and gratitude levels among university music majors by year in school and by major type.

How do participants’ scores compare with the earlier study?

Collective mean scores for meaning, engagement, and gratitude are lower than in the previous study, while mean scores for pleasure are slightly higher.

Which groups reported higher gratitude and meaning?

Seniors reported higher gratitude than freshmen, sophomores, juniors, or graduate students. Music education majors reported higher levels of meaning and gratitude than other majors.

Oct 15, 2026

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