Student self-esteem in music education contexts: a systematic literature review

TL;DR

This review finds that music education is linked to higher self-esteem in students, but more rigorous research is needed to confirm these effects.

Contribution

The paper provides a systematic review of music education's impact on self-esteem, highlighting methodological gaps and suggesting future research directions.

Findings

Music education is associated with enhanced self-esteem in children and adolescents.

Quantitative studies showed stronger methodological quality compared to qualitative components of mixed-methods studies.

Self-esteem in music education is linked to demographic and psychological factors like gender and self-efficacy.

Abstract

This systematic literature review (1970–2023) examines how music education relates to students’ self-esteem. Although interest has grown since 1970, evidence remains dispersed across designs and populations.

Following the PEO (population, exposure, outcome) framework and PRISMA guidelines, we systematically searched EBSCO, Scopus, and Web of Science. Of 1,332 records identified, we screened empirical studies of students engaged in formal or informal music learning that reported self-esteem outcomes. We extracted trends, methods, measurement tools, and results, and appraised methodological quality.

Twenty-two studies met inclusion criteria (18 quantitative; 4 mixed-methods), with a predominance of cross-sectional designs. Quantitative studies showed stronger methodological quality (mean, x̅ = 0.79), whereas qualitative components of mixed-methods studies were lower (x̅ = 0.43). The Rosenberg Self-Esteem Scale was the most widely used instrument. Across studies, self-esteem in music education was associated with demographic factors (e.g., gender, age) and psychological factors (e.g., self-efficacy). Overall, music learning was linked to enhanced self-esteem among children and adolescents, with notable benefits for specific student groups.

Current evidence indicates a positive relationship between music education and students’ self-esteem; however, generalizability is limited by the dominance of cross-sectional designs and uneven methodological quality. Future research should employ broader designs (e.g., longitudinal and experimental), include more diverse populations, and use consistent, validated measures to strengthen causal inference and applicability.

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