THE PROMOTIVE EFFECT OF MUSIC EDUCATION ON CHILDREN’S EMOTIONAL REGULATION ABILITY: AN EMPIRICAL STUDY BASED ON EMOTION REGULATION THEORY AND EMPATHY TRAINING

Abstract Objective This study explores the role of music education in enhancing emotional regulation among children, with a particular focus on its potential as an intervention for mitigating early emotional disorders. Grounded in emotion regulation theory and empathy training frameworks, the research examines how structured musical activities can serve as protective strategies against emotional dysregulation and deficits in psychosocial functioning. Subjects and Methods A total of 240 children aged 8–10 participated in a 16-week intervention study. Participants were divided into an experimental group, which received music education integrated with empathy-focused activities, and a control group that continued with the standard curriculum. Pre- and post-intervention assessments were conducted using the Emotional Regulation Checklist, complemented by systematic behavioral observations and EEG measurements to capture neurophysiological correlates of emotional processing. In addition, qualitative data were gathered through semi-structured interviews with teachers and students to gain contextual insights into emotional and behavioral changes. Results The experimental group demonstrated significant improvements in emotional regulation capabilities, reflected in a 32% increase in the use of cognitive reappraisal strategies and a 28% reduction in emotional suppression. Empathy was identified as a key mediator of these improvements (β = 0.34). Neurophysiological findings revealed enhanced approach motivation and greater frontal EEG asymmetry indicative of positive emotional processing. Thematic analysis of qualitative responses highlighted underlying mechanisms such as improved emotional awareness, increased expressive flexibility, and stronger social attunement acquired through music-based interaction. Conclusions Music education, especially when integrated with empathy training, significantly promotes emotional regulation in children and may help prevent early emotional disorders. These findings support the incorporation of empathy-informed music curricula into early educational programs to foster adaptive emotional health and provide effective intervention within school settings.