Impact of music appreciation on university students’ positive thinking and emotional well-being: A systematic review

Abstract

This systematic review investigates the role of music engagement in enhancing psychological well-being, emotional regulation, and learning-related outcomes among university students. In the context of increasing academic pressure and mental health concerns in higher education, understanding accessible and effective strategies to support student functioning has become critically important. Drawing on recent empirical evidence, this review synthesizes how various forms of music engagement—including music listening, music education, and participation in music-related activities—contribute to students’ psychological and academic development.A comprehensive literature search was conducted across three major databases—ScienceDirect, the Bielefeld Academic Search Engine (BASE), and ProQuest—covering studies published between 2019 and 2026. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, a total of 22 studies met the inclusion criteria, all focusing on university or college student populations. The selected studies employed diverse methodological approaches, including cross-sectional surveys, experimental designs, qualitative analyses, and structural equation modeling, allowing for a multidimensional understanding of the topic.The findings consistently indicate that music engagement plays a significant role in supporting emotional regulation, reducing anxiety, and enhancing subjective well-being among students. Moreover, engagement with music is positively associated with key psychological constructs such as self-efficacy, flow, and learning motivation, which are known predictors of academic performance. Music listening, in particular, emerges as a practical and accessible coping strategy during periods of heightened stress, including the COVID-19 pandemic.However, the review also identifies notable methodological limitations, as many studies rely heavily on self-reported and cross-sectional data, thereby restricting causal inference. Overall, this review highlights music engagement as a valuable and multifaceted resource in higher education settings, with meaningful implications for promoting both student well-being and academic success. Future research should prioritize longitudinal and experimental designs to clarify causal mechanisms and enhance the generalizability of findings across diverse student populations.