Student Self-Esteem in Music Education Contexts: A systematic literature review

Xin Jiang^1*Yanli Tong²

• ¹University of Malaya, Kuala Lumpur, Malaysia
• ²School of Language and Culture, Ningde Normal University, Ningde, Fujian Province, China

Music education plays a significant role in enhancing students' self-esteem. This literature systematic review provides the first comprehensive examination of research on students' self-esteem in music education from 1970 to 2023, following the PEO (population, exposure, and outcome) framework and PRISMA guidelines. Out of 1,332 articles identified in databases like EBSCO, Scopus, and Web of Science, 22 empirical studies were reviewed: 18 quantitative and 4 mixed-methods. The review analyzed trends, methods, measurement tools, and outcomes, showing a growing interest in the field with a focus on cross-sectional designs. Mixed-methods studies had lower qualitative quality (x̅ =0.43), while quantitative studies were stronger (x̅ =0.79). The Rosenberg Self-Esteem Scale was widely used for assessment. Research shows that self-esteem in music education is influenced by demographic (e.g., gender, age) and psychological factors (e.g., self-efficacy). The review also emphasizes the positive impact of music learning on children's and adolescents' self-esteem, particularly for specific student groups, calling for future studies with broader designs and more diverse populations.