Integrating ideological and political education into music education on college students’ mania

Abstract

Background

Mania represents a prevalent psychological issue among college students. Both music education and ideological and political education have been recognized for their positive impacts on mental well-being. Nonetheless, there exists a gap in comprehensive research investigating the specific effects resulting from the integration of ideological and political education into music education as a means of addressing mania.

Subjects and Methods

The study was conducted in a university with a randomized control group design. The experimental group participated in music education courses with integrated ideological and political education components, whereas the control group underwent traditional ideological and political education. Evaluation of students’ mania symptoms was carried out using the Stanford Acute Stress Response Questionnaire (SASRQ) and the 3-min Confusion Assessment Scale (3D-CAM). Statistical analysis employing SPSS23.0 included calculations of mean, standard deviation, and T-test.

Results

The experimental group exhibited a significantly lower mania score compared to the control group (P<0.001). The average score for the experimental group was 7.62, while that of the control group was 12.35. Furthermore, the anxiety level in the experimental group was notably lower than that of the control group (P<0.01), registering an average score of 15.42 and 20.18, respectively, for the two groups.

Conclusions

The amalgamation of music education and ideological and political education manifests a substantial reduction in both college students’ mania symptoms and anxiety levels, thereby enhancing their mental well-being. Universities are advised to fortify this integration, subsequently delivering more potent psychological support and intervention mechanisms. Further research is warranted to corroborate and enhance these findings.