Exploring the continuum of music listening for emotion regulation with university students: A meta-ethnography

Introduction: Mental health challenges have long affected university students, limiting their campus involvement, personal relationships, and graduation success. Many students face unique stressors that impact their mental health. To address these issues and resource limitations, student health and wellness professionals need creative, evidence-based strategies to help students manage their emotions, reduce stress, enhance well-being, and build resilience.<br/><br/>Method: We conducted a meta-ethnographic review to examine the conceptualization and contextualization of the emotion regulation process in music listening among university students.<br/><br/>Results: Seven qualitative studies met the inclusion criteria. The synthesis of the third-order constructs revealed a reciprocal relationship, where each approach supported and enhanced the others. Collectively, these studies contributed to a comprehensive understanding of emotion regulation through music listening: (1) Fostering emotional awareness and practicing emotion self-regulation with “AVA”: Acknowledge, validate, and allow emotions to be present. (2) Exploring the relationship between intentional music listening, sense of control, and emotion regulation. (3) Using interoceptive music listening to learn and work with/through unfamiliar/uncomfortable emotions. (4) Developing the continuum of music listening for emotion regulation.<br/><br/>Discussion: The implications of our findings reiterate the importance of using intentional music listening for emotion regulation in everyday life. By using intentional music listening to develop a spectrum of emotional awareness, ranging from simple sensory awareness to complex self-awareness and expanded consciousness, individuals can cultivate greater emotional agility and ultimately be present with all emotions with curiosity and compassion.