Psychological capital and music-related burnout among university music students: the mediating effects of meaning in music and flow experience.
- 1School of Music and Dance, Heze University, Heze, Shandong, China.
- 2School of Physical Education and Health, Heze University, Heze, Shandong, China.
Abstract
University music students face intensive practice, repeated assessment, public performance, competition, and career uncertainty, which may increase their vulnerability to music-related burnout. Drawing on positive psychology and resource-based perspectives, this study examined the association between music-specific psychological capital and music-related burnout and investigated the mediating roles of meaning in music and flow experience. A cross-sectional survey was conducted with 565 music students from 10 universities in Shandong Province, China. Structural equation modelling and bootstrapping analyses were used to examine the hypothesized relationships among psychological capital, meaning in music, flow experience, and music-related burnout. Psychological capital was positively associated with meaning in music and flow experience, while both meaning in music and flow experience were negatively associated with music-related burnout. Although the direct association between psychological capital and burnout was not significant, significant indirect associations were identified through meaning in music, flow experience, and the sequential pathway from meaning in music to flow experience. These findings suggest a potential purpose-to-absorption pathway linking psychological capital with lower music-related burnout. The study extends predominantly risk-oriented research on burnout in higher music education by highlighting meaning in music and flow experience as important positive psychological processes. Interventions that strengthen psychological resources, clarify musical purpose, and foster conditions conducive to flow may be beneficial. Longitudinal and intervention studies are needed to establish temporal and causal relationships.
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BibTeX
@article{zhang2026psychological,
title = {{Psychological capital and music-related burnout among university music students: the mediating effects of meaning in music and flow experience.}},
author = {Xin Zhang and Chuanwen Yu},
journal = {Frontiers in psychology},
year = {2026},
month = oct,
doi = {10.3389/fpsyg.2026.1956838},
url = {https://europepmc.org/article/MED/42952636},
note = {CC BY},
}
RIS
TY - JOUR
TI - Psychological capital and music-related burnout among university music students: the mediating effects of meaning in music and flow experience.
AU - Xin Zhang
AU - Chuanwen Yu
PY - 2026
DA - 2026/10/14
JO - Frontiers in psychology
DO - 10.3389/fpsyg.2026.1956838
UR - https://europepmc.org/article/MED/42952636
AB - University music students face intensive practice, repeated assessment, public performance, competition, and career uncertainty, which may increase their vulnerability to music-related burnout. Drawing on positive psychology and resource-based perspectives, this study examined the association between music-specific psychological capital and music-related burnout and investigated the mediating roles of meaning in music and flow experience. A cross-sectional survey was conducted with 565 music students from 10 universities in Shandong Province, China. Structural equation modelling and bootstrapping analyses were used to examine the hypothesized relationships among psychological capital, meaning in music, flow experience, and music-related burnout. Psychological capital was positively associated with meaning in music and flow experience, while both meaning in music and flow experience were negatively associated with music-related burnout. Although the direct association between psychological capital and burnout was not significant, significant indirect associations were identified through meaning in music, flow experience, and the sequential pathway from meaning in music to flow experience. These findings suggest a potential purpose-to-absorption pathway linking psychological capital with lower music-related burnout. The study extends predominantly risk-oriented research on burnout in higher music education by highlighting meaning in music and flow experience as important positive psychological processes. Interventions that strengthen psychological resources, clarify musical purpose, and foster conditions conducive to flow may be beneficial. Longitudinal and intervention studies are needed to establish temporal and causal relationships.
SN - 1664-1078
ER -