The Effects of Classical and Contemporary Music on the Stress Management

 

The Effects of Classical and Contemporary Music on the Stress Management

Of UAP&P CAS Students: a Comparative Study

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A Research Paper Submitted to Dr. Tara P. Donozo

University of Asia and the Pacific (UA&P)

 

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In partial fulfillment of the requirements for English 103 (Research)

 

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Submitted by:

Krizia Kate D. Cetoy

October 10, 2011

 

 

APPROVAL SHEET

This research paper entitled, The Effects of Classical and Contemporary Music on the Stress Management Of UAP&P CAS Students: a Comparative Study prepared and submitted by Krizia Kate D. Cetoy, in partial fulfillment of the requirements in English 103 has been examined and is recommended for acceptance and approval.

 

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Dr. Tara P. Donozo

Chairperson

Department of English

University of Asia and the Pacific (UA&P)

 

 

 

 

 

ABSTRACT

For many, university life can be very tiring, demanding and stressful. There are many things that have to be complied with: exams, papers, reports and other academic requirements. Oftentimes, this is not only the case. College students have other matters to attend to as well, like school organizations, other outside activities and relationships with their peer, friends and family. These are just the common stressors that these students could actually experience. To deal with and counter such stressors, majority of them count on music for its convenience and stress-relieving effect.

This research studies further the effects of music on reducing stress. Particularly, it compares the effects of classical and contemporary music on the stress management of UA&P CAS students.

The findings present that music preference is an important consideration in relieving stress. In this study, both the classical and contemporary music have the same effects on those who experience stress. Specifically, the respondents tend to be more relaxed, re-energized, and well-disposed. The difference only arises if time range is considered. Those who listen to classical music manage to ease their stress at a shorter time rate, while it took a longer time period for those who prefer contemporary music to recover.

Thus, this research concludes that classical and contemporary music indeed have significant effects on the stress management of UA&P CAS students.

 

 

 

TABLE OF CONTENTS

 

Abstract ……………………………………………………………………………….         3

List of Figures …………………………………………………………………………        5

 

Chapter

• THE PROBLEM AND A REVIEW OF RELATED LITERATURE

Introduction …………………………………………………………………..         6

Review of Related Literature …………………………………………………        8

Conceptual Framework ……………………………………………………….        20

Statement of the Problem ……………………………………………………..        21

Scope and Limitations of the Study …………………………………………..        22

Significance of the Study ……………………………………………………..        22

Definition of Terms ……………………………………………………………        22

 

• METHOD

Research Design ………………………………………………………………        24

Research Participants and Other Sources of Data …………………………….        24

Research Instruments ………………………………………………………….         25

Data-Gathering Procedure ……………………………………………………         26

Treatment of Data …………………………………………………………….         26

 

• PRESENTATION AND ANALYSIS OF FINDINGS

Research Problem …………………………………………………………….         27

 

• SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary ………………………………………………………………………        35

Conclusions ……………………………………………………………………       35

Recommendations ……………………………………………………………..       35

 

REFERENCES ……………………………………………………………….         37

 

APPENDICES ………………………………………………………………..        39

 

 

 

 

 

 

 

 

 

 

LIST OF FIGURES

Figure 1: The Respondents’ Music Preference

in Relation to Stress Management                                      ………………………… 28

Figure 2: Personality/ Temperament of the Respondents—

Contemporary and Classical Music Listeners                    …………………………… 29

Figure 3: Time It Takes For the Listeners to Recover from Stress

After Their Exposure to Contemporary or Classical Music ……………………….. 31

Figure 4: Manifestations of a Stress-Lost/Reduced                           …………………………… 33

Figure 5: General Weighted Average of the Respondents—

Contemporary and Classical Music Listeners                    ………………………… 39

 

 

 

 

 

 

 

 

 

 

 

 

 

Chapter 1

THE PROBLEM AND A REVIEW OF RELATED LITERATURE

Introduction

The common goal of the university students is to pass college. However, achieving such is not a smooth road. There are quite a number of factors that have to be considered: Financial bills keep on flowing. Family demands and responsibilities just cannot get out of the way. Workloads and school requirements come and go. Professor-classmate-roommate dynamics add in the row. Juggling all these everyday is not easy. In fact, it is stressful. As a result of such, there are many instances that most of them experience bodily and psychological aches, negative behaviors, etc. “Stress” becomes an everyday-word for them. It is no wonder that college students cannot be stopped from complaining.

Students from the University of Asia and the Pacific (UA&P) are not exempted from this stress crisis experience. Most of them are finding it hard dealing with such, especially that they are asked to take 26 units of CAS Subjects during their first two years. Now, most of these subjects demand quite a number of paperworks, aside from the usual thing of exams, quizzes, reportings, etc. Furthermore, a great number of the students have extra-curricular activities to attend to. These are the things they have to handle aside from the aforementioned stressors.

With this, stress management is needed. The goal of stress management, though, is not to eliminate all the stress people experience. Rather, it tries to minimize the negative effects of stress while maintaining their vitality and efficiency (Greenberg. 2008).

Stress management comes in many forms. To overcome stress crisis, others set off to a peaceful place and meditate, go shopping, eat and watch movies with friends, listen to music, etc.

However, this study will only focus on determining how music affects people in alleviating their stress.   Particularly, it will compare effects of classical and contemporary music in the stress management of UA&P CAS Students.

 

 

 

 

 

 

 

 

 

 

 

 

 

REVIEW OF RELATED LITERATURE

            This Review of Related Literature is divided into several parts. First part gives an overview about the definition, causes and effects of stress. This then signals the importance of stress management among people—in this study, CAS students specifically. The following parts introduce some clarifications, definitions, goals, and different strategies of stress management emphasizing on the positive effects of music therapy (depending on individual’s music preference) on managing stress. This also includes related studies which verify the rationale behind music as a way of treating one’s stress.

 

Nejad and Volny (2008) define stress as a state of tension which occurs when one is exposed in a too demanding environment. According to the same source, it may also happen when one experiences or anticipates experiencing a “threatening, unpleasant or unfamiliar” (p.8) situation.

On the other hand, more recent studies in psychology and biology show that the term “stress is applied to describe a response or a reaction to an external event or interference that disturbs and jeopardizes the functioning of an organism. (Yehuda, 2011, p.87).

Stress is brought about by both internal and external factors—what are known to be called as stressors in general. These stressors, especially for college students, include the following: “roommate dynamics, professional pursuits, academic deadlines (exams, papers, projects, etc), financial aid and school loans, budgeting your money, lifestyle behaviours, peer groups and peer pressure (drugs and alcohol), exploring sexuality, friendships, intimate relationships and starting a professional career path” (Seaward, 2006, p.14).

Stress may be manifested through increased heart rate, rapid breathing, stammering, aches and pains, diarrhea, sweating, and sleeplessness (Jones, 2009). On the other hand, chronic pain and illness, GI (gastrointestinal) distress, sleep disturbances, fatigue, high blood pressure, headaches, etc…or stress emotions such as anger, anxiety and panic, fright, guilt, shame, sadness, depression (Yehuda, 2011) are just few of the many cases of how stress affects an individual most especially if it is too powerful and prolonged. This shows that stress can be very dangerous when it is not managed properly, thus the importance of stress management come about.

Now, putting together the viewpoints of these three authors on stress, this study then defines stress is a state of tension brought about by external events, i.e., threatening, unpleasant or unfamiliar situation, which causes a disturbance in the functioning of an organism. This disturbance may take in the form of anger, anxiety and panic, fright, guilt, shame, sadness, depression (Nejad and Volny, 2008 & Yehuda, 2011).

 

1. Definition and Objective of Stress Management

Stress management is not meant to eliminate all the stress which an individual experiences. Instead, its aim is to“limit the [negative] and harmful effects of stress while maintaining life’s quality and vitality” (Greenberg. 2008, p.10).

 

Nature of a Comprehensive and Holistic Stress Management

Seaward (2006) discusses that a comprehensive and holistic stress management has the following characteristics or nature: “(1) conveys the essence of uniting the powers of the conscious and unconscious minds to work in unison; (2) suggests a dynamic approach to one’s personal energy where one lives consciously in the present moment, rather than feeling guilty about things done in the past or worrying about things that may occur in the future; (3) underlies the premise of using a combination of effecting coping skills to resolve issues that can cause perceptions of stress to linger and sound relaxation techniques to reduce or eliminate the symptoms of stress and return the body homeostasis; (4) keeps a balance between the role of ego to protect and purpose of the soul to observe and learn life’s lessons; (5) moves someone from a motivation of fear to a place of unconditional love” (p. 20).

 

In summary, this study will make use of the above working definition and nature of stress management, that is, stress management is the reduction or the limitation of the negative and harmful effects of stress to maintain life’s quality and vitality (Greenberg, 2008). Moreover, it should have the following nature or characteristics: (a) has the power to let the conscious unconscious minds work in unison, (b) has the power to inject to anyone that feeling of living the present to the fullest by not having regrets in the past and much worries in the future, (c) has the power to combine, if not all, some of the effective coping skills, i.e. sound relaxation techniques, to resolve issues which cause stress to linger, (d) has the power to strike a balance between the role of ego to protect and purpose of the soul to observe and learn life’s lessons, and, (e) has the power to transform someone’s fear into unconditional love (Seaward, 2006).

Different Strategies of Managing Stress

Nejad and Volny (2008) lay out different means on how to cope up with stress crisis. They categorize these means depending on strategies: (1) thinking strategies, (2) distracting strategies, (3) active strategies, (4) support strategies, and (5) calming strategies. First, replacing unhelpful thoughts with helpful ones is a method which is part of the thinking strategies. Second, distracting strategies include watching a favourite TV show or DVD, singing along to songs on the radio, doing a hobby or working a task, doing some cooking, housework, or gardening, and describing a painting in your house in detail. Third strategy which is active include making oneself of a cup of tea, doing a hobby or worktask, doing some exercise (walking, cycling, yoga, swimming), doing something with or for family member or a friend. Examples of the fourth strategies—support strategies—are talking to a supportive friend or family member, doing something with or for a family member or friend, using a phone helpline, making an appointment with a counsellor or other helpful person. Last, doing a breathing or relaxing exercise, taking a bath, patting your cat or dog, go to a pleasant place and listening to soothing music are examples of the calming strategies.

Now, this paper focuses only on the function of music—classical or contemporary—as one of the effective ways of reducing stress.

 

1. Stress Management through Music

            Different researches show that music therapy has been used as a coping mechanism towards stress management. According to Yehuda (2011), music acts as an anxiolytic treatment—a treatment that prevents or reduces anxiety, i.e. among college students.

Yehuda (2011) also added that music significantly affects the person by sympathetic response. He elaborated this idea by citing Lai et al. (2008) and Stanton (1975) who said that “certain types of music induce relaxation and pleasure responses which reduce activity in the neuroendocrine and sympathetic nervous systems, resulting in decreased anxiety, heart rate, respiratory rate and increased temperature” (p.90). This conclusion, according to them, is based on a psychological theory synthesized from the literature.

A musicologist, David Tame also speaks about the power of music in the body. He says that music can actually affect the body in two ways: directly such as the effect of sound upon the cells and organs, and indirectly through affecting emotions which eventually would influence numerous bodily processes as well (“Environmental Stress and Management”, 2011).

The Music Therapy Association of British Columbia (2012) then summarizes the effects of music therapy to an individual: (1) it provides a stimulus for relaxation, (2) it provides a reinforcing stimulus for relaxation, (3) it promotes recognition of bodily responses to stress and enhance the physiological processes of relaxation, (4) it facilitates identification and expression of feelings associated with stress, and, (5) it provides alternative coping mechanisms for dealing more successfully with stress.

 

• Types of Music Which Is Best for Stress Management

            Yehuda (2011) emphasizes the importance of individual’s music preference in reducing stress. He quoted from J. Blacking (1975) that “…no music has power in itself. Music has no consequences for social action unless it can be related to a coherent set of ideas and bodily feelings” (p.91). He implies that so long as the person (stressed person) does not relate himself with and enjoy the music, that music does not have positive relaxing effects to him/her. Of prime importance indeed is that one enjoys the music that is playing which can be translated to individual’s music preference.

 

 

            Classical Music        

Plotkin (2011) defines “classical” music as any music from the era about 1750 to 1825 and features the works of composers such as Haydn, Gluck, Mozart, Beethoven, Bach, Schubert, as well as other composers who lived at that certain time. Richard Fuller (2010), on the other hand, describes classical music as an art music.

            Moreover, tracing the origin of it, the word “classical music” comes from the Latin term classicus, which means taxpayer of the highest class. The word then slowly evolved to be known or meant as “classical, formall, orderlie, in due or fit ranke; also, approved, authenticall, chiefe, principall’ as it makes its way through the French, German, and English languages. Nevertheless, today’s definition of classical music is the music in the educated European tradition which includes different art forms such as art song, chamber music, opera and symphony as distinguished from jazz, popular or other contemporary music styles (Green, 2012). This is seconded by Lowell Hohstadt (n.D.) in his article, What is Classical Music. Hohstadt (n.D.). She also added that though the general time designations are Renaissance, Baroque, Classical, Romantic and Modern, the word “Classical Music has come to be known as a term for a genre of music that spans the course of hundreds of years, including all the music from Palestrina to Stravinsky, to the current day” (pp.1). Many people may not be aware of it but Classical Music is still being composed today.

Specifically, the periods of classical music with their respective stylistic differences are as follows:

 

 

 

 

 

Year	Period	Styles/Characteristics
Before 1400	Medieval	characterized by Gregorian chant, mostly religious
1400-1600	Renaissance	increase of secular music, madrigals, and art song
1600-1750	Baroque	known for its intricate ornamentation
1750-1820	Classical	balance and structure
1820-1900	Romantic	emotional, large, programmatic
Beyond 1900	20th Century	limitless

Green, 2012, pp. 3

 

Characteristics of Classical Music

The following are the eight (8) main characteristics of Classical Music according to Fuller (2010): (1) less complicated texture than Baroque (more homophonic); (2) emphasis on beauty, elegance and balance; (3) more variety and contrast within a piece than Baroque (dynamics, instruments, pitch, tempo, key, mood and timbre); (4) the melodies tend to be shorter than those in baroque, with clear-cut phrases, and clearly marked cadences; (5) the orchestra increases in size and range—the harpsichord fails out of use and the woodwind becomes a self-contained section; (6) the piano takes over, often with Alberti bass accompaniment; (7) importance was given to instrumental music – sonata, trio, string quartet, symphony, concerto; and, (8) Sonata form was the most important design.

Making use of the information above about classical music, this paper establishes that classical music is a term for a genre of music in the educated European tradition which includes different art forms such as art song, chamber music, opera and symphony as distinguished from jazz, popular or other contemporary music styles (Green, 2012). Famous composers of this Classical Music are Haydn, Gluck, Mozart, Beethoven, Bach and Schubert (Plotkin, 2002). Moreover, it has the following characteristics: The following characteristics of Classical Music are those discussed by Fuller (2010), and which are also discussed earlier in this paper.

Contemporary Music

Miller (2002) defines Contemporary music as the music of the present, the music of the twentieth century. In the Philippine setting however, a composer and musicologist named Dr. Ramon Santos (2011) refers to it as compositions which have their roots, in terms of ideas and elements, from twentieth century art music in the West. He also adds that Contemporary music refers to the latest trends and musical styles in the entertainment industry.

            Characteristics of Contemporary Music

Miller (2002) stated that Contemporary music has the following characteristics: (1) fewer lyrical melodies than the music of the former periods, (2) dissonant harmonies, (3) complex rhythms, (4) percussiveness, (5) greater use of woodwind, brass and percussion instruments than in music of earlier periods, and, (6) use of synthetic and electronic sounds.

Library Think Quest Organization (2012), on the other hand, discusses the characteristics of the contemporary music considering its tone colour, harmony, chord structures, rhythm and melody. First, in terms of tone colour (which has a major role of creating variety, continuity and mood) the twentieth century contemporary music often has noise-like and percussive sounds. Such noise is created through playing the sound of the siren and typewriters and these, in effect, are said to add colour to the music. Moreover, piano is only used for percussive or jazz effect, and no more for lyrical and singing tone of the Romantic. The assignment of different parts by the composers to instruments of different timbre also brings or adds colour to the music. Second, in the case of harmony, instead of consonance, dissonance is the prevailing nature of the contemporary music in the 20^th century. In effect, the music sounds “fantasy-like, distant and mystifying” (pp.6). Third, polychord structures are created by placing one traditional chord over another. Fourth, the “rhythmic vocabulary of the 20th century was expanded with increased emphasis on irregularity and unpredictability. Meters can change every bar or so having an effect of imbalance” (pp. 10). Last, in the twentieth century contemporary music, melody is very elusive, and composers advocate atonality—non-melodic sort of composition.

In summary, contemporary music refers to a genre of music which compositions have their roots, in terms of ideas and elements, from twentieth century art music in the West, particularly those which musical styles are the latest trends in the entertainment industry. The characteristics of such are those discussed by Miller (2012) and by the Library Think Quest Organization (2012) which can be found earlier in this paper and can be summarized into the following: (a) fewer lyrical melodies than the music of the former periods, (b) dissonant harmonies, (c) complex rhythms, (d) percussiveness, (e) greater use of woodwind, brass and percussion instruments than in music of earlier periods, and, (f) use of synthetic and electronic sounds.

 

1. Concrete Historical Examples of the Effects of Classical and Contemporary Music on One’s Stress Experience

            Though it may appear new, the idea of music therapy—the practice of making use of music to treat stress and anxiety—can actually be traced back from the history.

One example was the experience of the Russian Envoy Count Kayserling who suffered from miserable insomnia. Having that idea in mind that classical music can lessen certain burden which he was experiencing back then, he asked the local musician Johann Goldberg to play for him at night. The piece of music that was played was that which has written by Johann Sebastian Bach—he actually let Bach know of his condition and asked him to compose some music that might help him relax and get to sleep (later on, we know this relaxing composition of Bach as Goldberg Variations). True enough, the Count was so happy with the positive effects of music on him that he gave Bach a gift of gold (Stress and the Environment, 2012).

Another important event in history which shows that music therapy is a way of coping with difficult situations was the one experienced by the soldiers who were forced into Auschwitz, a Nazi concentration camp during World War II. The fact that they were being separated from family, friends, and that they were being forced into slave labor, and add to this is the feeling of being able to witness many people around them executed, and them waiting for their turn to die indeed caused them an extreme stressful condition. They remained strong despite such suffering, one of the source of this strength, according to them, was music. Scholars say that music seemed to “bind the prisoners together…and was a way for them, to find peace, even in war and death” (pp.13).

1. Related Studies on Classical and Music Preference in Relation to Stress Management

            Though classical music is the one which is prescribed as one of the best types for relaxation and meditation, the following paragraphs show us the importance of each one’s preference to music (nowadays, it is contemporary music which modern people can relate with) in treating one’s stress experiences.

             Yehuda (2011) study on Music and Stress found the following:

Preferred music, as opposed to prescribed music, is a critical factor in music’s       effectiveness to relieve stress…Early music therapy studies established the importance of   preferred music listening for relaxation. For example, participants reported favouring a    “no-music” condition over a prescribed music relaxation condition. Significant        correlations were found between the degree of relaxation and liking the music. [The]    study revealed following a comparison of five different types of music to a no-music (i.e.             atonal music), was significantly less relaxing. [The] study concluded that preferred music             was an important factor in determining music that is considered relaxing… In a study [he        cited from] Beranardi et al. (2006), measuring physiological and psychological responses       to preferred and relaxing music, varied types of music chosen by the participants       significantly reduced anxiety. The researchers then concluded that preference, familiarity            or past experiences with the music may have an overriding effect on positive behaviour change than the type of music. (p.91).

Another related study is the one conducted by Cheung, Chien and Lai (2011) which was about the Conceptual Framework for Cognitive Function and Enhancement in People with Dementia.

Their study reveals that,

…music intervention is considered as the most relevant intervention fitting into this proposed conceptual model when compared with the other common non pharmacological interventions mentioned earlier, because there is increasing evidence supporting the view that music is useful in reducing stress and anxiety in clinical populations. Studies showed that music intervention is effective among a wide variety of patient populations in reducing anxiety and/or depression of medical and surgical patients (Yung et al. 2002, Barnason et al. 1995), patients in intensive care units, children undergoing procedures (Klassen et al. 2008), women with breast cancer undergoing chemotherapy (Bulfone et al. 2009, Haun et al. 2001) and patients receiving mechanical ventilation support (Chlan 2009). There is much evidence showing that music intervention is effective in reducing stress in various patient populations, a few practical concerns should be considered. It is always being asked which type of music is more effective in reducing stress, anxiety or agitation of elders with dementia. A wide variety of music types are suggested in literature. Some studies recommend listening to classical relaxing music, typically with a slower tempo (Hicks-Moore 2005, Remington 2002), but it is becoming more common to address the preference of the client because preferred music is thought to be able to evoke a more positive responses (such as happy mood) than soothing, however unfamiliar music (Gerdner 2001, Park & Specht 2009, Sung et al. 2006). This proposed conceptual model emphasises that stress reduction is the focal point of helping the client. To achieve optimal effect of music intervention, the client’s music preference should be considered. (p. 1537)

Conceptual Framework

            The researcher hypothesizes that both the tempo and the melody of the classical and contemporary music help alleviate the stress of UA&P CAS students.

However, at the end of this research, another factor or element in the contemporary music has shown up. The respondents, who prefer listening to contemporary music, mention that the lyrics of the said genre affects their stress management as well.

Moreover, the researcher has found out that classical and contemporary music have significant effects on the academic performance of the students. This however will not be discussed further in the study.

 

 

 

 

 

 

 

 

 

 

 

 

Conceptual Paradigm

 

 

 

 

 

 

 

 

 

 

 

 

 

Statement of the Problem

            By the end of this research, the following question should be answered:

1. When experiencing stress, how can classical or contemporary music influence the stress management of UA&P CAS Students?

Scope and Limitations of the Study

This study focuses on and compares the effects of classical and contemporary music on the stress management of UA&P students. Factors that cause them to experience stress are also considered. The results are gathered through survey only. Fifty participants are asked to answer it. The respondents include freshmen, sophomores and juniors taking up CAS subjects in the said university.

On the other hand, this research does not further study the factors or specific elements in music, i.e., contemporary and classical, which have direct effects on stress management. Also, the relationship among classical and contemporary music, stress management and academic performance of a student is not covered by the study.

Significance of the Study

Students, being bombarded with a lot of school requirements, most often do not have much for leisure to release their stress with. Now, studying the effects of classical and contemporary music on stress management, this research would be beneficial to students, especially to UA&P CAS students. Listening to music is a very convenient and effective way of reducing stress. Even while studying or writing a paper, they are actually helped by the soothing effect of music. This study is also helpful in keeping the harmonious and friendly relationship among the people of the university.

 

 

 

Definition of Terms

1. Stress: It is a state of tension brought about by external events, i.e., threatening,                                   unpleasant or unfamiliar situation, which causes a disturbance in the                                         functioning of an organism. This disturbance may take in the form of                                       anger, anxiety and panic, fright, guilt, shame, sadness, depression (Nejad                                       and Volny, 2008 & Yehuda, 2011).

 

1. Stress Management: It is a way of limiting the [negative] and harmful effects of stress while                      maintaining life’s quality and vitality” (Greenberg. 2008, p.10).

 

1. Classical Music: It is a genre of music from the era about 1750 to 1825 and features the                                     works of composers such as Haydn, Gluck, Mozart, Beethoven, Bach,                                      Schubert, as well as other composers who lived at that certain time                                                       (Plotkin, 2011).

 

1. Contemporary Music: It refers to a genre of music which compositions have their roots, in                        terms of ideas and elements, from twentieth century art music in the                                        West, particularly those which musical styles are the latest trends in                                              the entertainment industry (Miller, 2002).

 

 

 

 

Chapter 2

METHODS

Research Design

A descriptive approach was used in this research. Descriptive research includes the process of gathering data to obtain information concerning the current status of the phenomena, as well as the correlation, difference, or effect of variables between each other, and to describe “what exists” with respect to variables or conditions in a situation (USC Libraries, 2012). According to the same source, this type of research uses either a qualitative or quantitative approach for the analysis and interpretation of data. It can be qualitative since descriptions are used to look for trends and patterns. On the other hand, it can be quantitative in such a way that the researcher may use statistical tests, formulae, charts, and graphs to relay an interpretation of the research.

The data that were gathered in this study were obtained through survey. The researcher conducted the survey using random sampling. This means that the questionnaires are randomly given to 50 UA&P freshmen, sophomores, and juniors taking up CAS subjects. Answers may range from a simple yes or no, to as far as detailing opinions and experiences.

A survey was used in this research to obtain the views of the UA&P CAS students regarding stress management with music as their primary stress-reliever. Specifically, this instrument was used to determine if how classical or contemporary music influences the stress management of UA&P CAS Students when they are experiencing stress. From determining such, this research may be able to recommend possible solution/s that could help not only the respondents, but the entire population of UA&P to overcome stress especially when they are beating the academic deadlines, exams, etc.

The variables of this research are the following:

1. Classical and Contemporary Music
2. Melody
3. Lyrics
4. Stress Management
5. Personal Aspect (body, mind and interiority)
6. Relationship with others, i.e. friends
7. Studies and Workloads

 

Research Participants

The participants of this research included 50 male and female freshmen, sophomores and juniors taking up CAS subjects in UA&P. Their courses include Communications, Economics, Engineering, Humanities, Management and Marketing. Their ages range from 17-20 years old. Moreover, almost half of them are currently staying in a dormitory and a significant number are performing well in their academics and extra-curricular activities.

Research Instruments

            Survey was used as a research instrument in this study. The survey was divided into four (4) parts. First part contained questions about the particular stressors or factors that cause the respondents to be stressed. Second part asked the respondents’ idea about stress management. Third part included some points and methods that they are observing and practicing to alleviate or reduce their stress. Last part of the survey incorporated questions related to music as a stress management. This portion highlighted respondents’ music preference given the different music genres, and the effects of such music to them especially in managing their stress.

Data-Gathering Procedure

            The researcher used a questionnaire to gather the data needed for the study. CAS Students were then randomly selected to be this study’s respondents. Each of them was asked about their name (optional), age, current year level, course, general weighted average and the place where they are currently staying. They were allowed to answer the questionnaire to be submitted one to two days after. When all the data were completed, trends and patterns were observed, analyzed, and interpreted.

Treatment of Data

            In this research, qualitative data analysis (QDA) was used to treat and interpret the answers of the respondents. Each response of the 50 students was analyzed by looking for trends and patterns, as well as the possible reasons why they have come up with such answers.

Moreover, measures of central tendency and frequency tables were used to analyze and interpret the numerical data in this study. The quantitative part of this research was tested using measures of central tendency such as mean and mode. Mean is the average score. Mode refers to the score with the most frequency. Frequency refers to the number of times an answer appears in a specified question. (Central Tendency, 2010)

 

 

Chapter 3

PRESENTATION AND INTERPRETATION OF FINDINGS

Research Problem: When experiencing stress, how can classical or contemporary music influence the stress management of UA&P CAS Students?

            In this study, it is found out that music, may it be classical or contemporary depending on one’s preference, has the same significant effects in alleviating stress faced by UA&P CAS Students. Specifically, classical or contemporary music (1) brings the listeners into a state of easiness and peacefulness; (2) revives and re-energizes one’s interiority, as well as his or her externality as he/she beats to the music; (3) uplifts one’s mood and enables him or her to feel composed.

 

The survey respondents of the study represented the views of college or university students of UA&P with regard to classical and contemporary music as an important element in stress management. Academic deadlines, roommate dynamics, financial demands and “teenage” drama and worries are those that stand out in this research to be the major stressors of UA&P CAS students. Such stress is manifested among them through bodily aches (i.e., headaches, stomach aches, chest pain, drowsiness), negative stress emotions (i.e., anger, anxiety, panic, depression, shame, guilt, fright), sleeplessness as well as sleep disturbances.

To deal with and counter such stress, majority of them count on music. Figure 1 shows the percentage of them who prefer listening to classical or contemporary music as a way of relieving stress.

Figure 1: The Respondents’ Music Preference in Relation to Stress Management

Though classical music is prescribed the by psychologists or physicians to reduce one’s stress as earlier stated in this research in the study of Cheung, Chien and Lai (2011), this graph suggests that, majority (62%) of the respondents still prefer to listen on contemporary or modern type of music and only 38% chooses the other way. This graph implies that students can relate more to the modern type of music. There are three reasons for this.

First, 71% of those who answer contemporary music state that from the time being, they are not much exposed to classical music. If they have known quite earlier that classical music has indeed a lasting and significant effects in relieving stress, they might have tried it themselves. Second, 29% chooses to listen contemporary music since for them, it is the music of the present generation. They are used to listening to such, and as a result, it takes the role of a stress-reliever for them. Moreover, this set people also explicitly state their refusal to listen to other genres of music like classical, other than their own music preference.

On the other hand, most (63%) of the respondents who prefer classical music as a way of managing their stress, emphasize that they have been taught of some classical instruments ever since they were kids. In the process, they get to develop an appreciation of classical music. Since then, they become so enticed with it that listening to it indeed serves as a stress-reliever. This group of people adds that they find the contemporary music as too shallow and too noisy to get off their stress. The remaining 47% of them articulate that they like music in all forms, even the modern ones, but the one that cures or reduces their stress is that of classical music.

The aforementioned contains different factors that greatly affect the respondents’ preference to music. It shows that the attitude of the listeners or stressed listeners is greatly influenced by their exposure to either classical or contemporary music. Nevertheless, another pattern that is observed from the data above that contributes to the development of their music preference is the type of personality or temperament they have.

Figure 2: Personality/ Temperament of the Respondents—Contemporary and Classical Music                 Listeners

Most (78%) of those who answer contemporary as the most effective music stress-reliever are the ones who are animated and extrovert. They are the sanguines. They love hearing music with an upbeat tempo. They cannot stand listening to music with very slow rhythm, like classical music. On the other hand, those who are inclined to classical music are the ones with calmer and peaceful type of personality. They are either the melancholics or the phlegmatics. They always want to be alone contemplating the beauty of classical music, immersing themselves with it and in the process, alleviating their stress.

Now, when asked about the particular and personal effects of their choice of music which is contemporary, everyone responds that (1) the beat of music and good lyrics cause their mind to unload stressful thoughts, and in effect relaxes them. This happens because their attention is diverted to the music. Such causes them digress from their present condition of being disturbed by workloads and other academic requirements. Moreover, all of them answered that after they listen to any form of contemporary music with a lively tempo, (2) they become hyped-up. Having relaxed their mind and body, they are able to regain enough energy they need to get back or continue with the work they have to attend with. When prior to their listening to the said music, they feel certain psychological aches whether emotionally and physically, they are somehow “healed” as the music progresses. Also, most of them (91%) emphasize that (3) because of the pleasant melody, they tend to develop already a positive attitude towards their workloads and financial and relationship conflicts. They become more understanding of the situation. They feel more motivated to resolve the issues confronting academics, peer relationships, and personal lives.

Likewise, classical music-lovers affirm similar effects from their experience. The first pattern that is seen is, (1) the melody of classical music calms their mind. With less complicated texture, with more elegant, and with shorter melodies, one would find classical music very soothing to listen to. In effect, it indeed calms one’s state of being. Moreover, another pattern that is observed is, (2) the tempo of classical music helps them re-charge their mind and body. According to them, they are able to regenerate enough strength they need to face the hustles and bustles, most especially in doing papers and studying for exams. Having relaxed and energized their mind and body, their mood glows. As a result, they become well disposed in doing their work and conversing with other people.

Nevertheless, although the same effects have been observed by both contemporary and classical music listeners, they have recovered from stress in different time range. Majority of those who favor classical music reveal that they recover from stress after listening to such for 30 minutes to 1 hour. On the other hand, the other group marks that it would take them about 2 to 3 hours listening to contemporary music before they are actually convinced that they can manage to return to their relaxed and reasonable state.

Figure 3: Time It Takes For the Listeners to Recover from Stress after Their Exposure to Contemporary or Classical Music

Figure 4 states the concrete manifestations of stress reduction after they are exposed to such music.

Figure 4: Manifestations of a Stress-Lost/Reduced

When asked about the particular and personal manifestations of a stess-lost, both contemporary and classical listeners answer that they tend to have (1) focus in study, (2) friendly conversation with people, (3) body-pain free caused by stress and (4) positive attitude with outgoing and incoming workloads. Though focus while studying is the major observed and visible manifestation that stands out (93% contemporary music listeners and 95% from classical music) among the four, as seen in this graph, the responses are very close indeed. It may be assumed from here that the indirect effects, same with direct effects as earlier stated, of contemporary and classical music are very much the same or almost similar.

As a result of such manifestations, though this will not be further discussed in this research, the effects of contemporary and classical music far extend to the performance of UA&P CAS students in their academics. This is because those who are able to manage their stress well brought about by music are those that can handle school demands properly and efficiently. In Figure 5, the graph shows the general weighted average (GWA) of UA&P CAS students who listen to either contemporary or classical music as a way of relieving stress.

Figure 5: General Weighted Average of the Respondents—Contemporary and Classical Music                Listeners

Note: The total number of respondents who are asked personally by the researcher to answer this question is only 47. The remaining 3 respondents are still on their first year, and they have no grades yet.

In figure 4, it is observed that majority of the respondents’ GWA is concentrated between 1.51-1.75 in average. Such grade range is indeed an indication of a remarkable performance in their respective classes.

 

Both classical and contemporary music share the same effects on one who experiences stress, as in case or study of Yehuda (2011). Specifically, he gets more relaxed, re-energized, and well-disposed. The difference only arises if time range is considered. Those who listen to classical music manage to get out of the consequences of stress at a shorter time rate, while those who prefer contemporary music recover at a longer period of time.

It is found out in this study that classical music relieves stress more easily after one’s exposure to it. Thus, the researcher suggest if the guidance counselors of the UA&P could provide a moment every day, or maybe thrice a week, to play classical music and let it be heard throughout the campus. This would be very helpful to the students most especially that a great number of students in UA&P are suffering from stress.

 

 

 

Chapter 4

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary

The findings present that classical and contemporary music both have significant effects on stress management of UA&P CAS students. Furthermore, these two genres of music share the same effects on one who experiences stress. Specifically, listening to classical and contemporary (1) brings the listeners into a state of easiness and peacefulness; (2) revives and re-energizes one’s interiority, as well as his or her externality as he/she beats to the music; (3) uplifts one’s mood and enables him or her to feel composed.

Conclusions

In this study, it is found out that depending on one’s preference, classical and contemporary music have the same significant effects in alleviating stress faced by UA&P CAS Students. The differences only arise if duration of stress recovery after exposure to the music is considered. Those who listen to classical music manage to get out of the consequences of stress at a shorter time, while those who prefer contemporary music recover at a longer period of time.

Recommendations

1. For a more comprehensive analysis, it would be better for further research to study about the factors or specific elements in the said genres of music that have direct effects on stress management.
2. The number of respondents is not enough to represent every college or university student’s experience with stress management as well as their experience in music as a way of relieving stress. Thus, it is recommended that a greater sample size is to be used or experimented to verify further the conclusion of this study.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

REFERENCE LIST

Characteristics of 20^th Century Music. Library Think Quest Organization. Retrieved August 1,     2012, from http://library.thinkquest.org/27927/20%20century_Characteristics.htm.

Fuller, R.P. (2010). Classical Music 1750-1810. GCSE Music Notes. Retrieved August 1, 2012, from http://www.rpfuller.com/gcse/music/classical.html.

Greenberg, J. (2008). Comprehensive Stress Management. Chapter One: What is Stress?. New     York: McGraw-Hill. 9-10, 67

Hohstadt, L. (n.D.). What is Classical Music?. Creative Common License. Retrieved August 1,    2012, from http://lowellhohstadt.com/what-is-classical-music/.

Jones, J.L. (2009). Young Adult Library Services. Vol, 7 Issue 2. p16-20, 4p.

Miller, B. (2002). The Contemporary Music (1900-?). Mostly Wind. Retrieved August 1, 2012,   from http://www.mostlywind.co.uk/contemp.html.

Music Therapy Association of British Columbia (2012). Stress Management. Retrieved July 26, 2012, from http://Music Therapy Association of BC Stress Management.htm

1. A. (n.D.) Stress and Environment. Retrieved July 26, 2012, from http:// Environmental Stress & Music.htm.

Nejad, L. and Volny, K, (2008). Treating Stress and Anxiety. United States of America: Crown    House Publishing Company. 39.

Plotkin, F. (2002). Classical Music Unbuttoned. Great Britain: Bookmarque Ltd. 20

Quick MBA. (2010). Statistics: Central Tendency. Retrieved September 29, 2012, from             http://www.quickmba.com/stats/centralten/.

Santos, R. (2011). Contemporary Music. National Commission for Culture and Arts. Retrieved    August 1, 2012, from http://www.ncca.gov.ph/about-culture-and-arts/articles-on-c-n- a/article.php?igm=1&i=149.

Seaward, B.L. (2006). Esseentials of Managing Stress. Canada: Jones and Barlett Publishers. 14- 20.

USC Libraries. (2012). Types of Research Designs. Retrieved September 29, 2012, from

http://libguides.usc.edu/content.php?pid=83009&sid=818072.

Yehuda, N. Journal of Adult Development. (2011). Vol.18 Issue 2, p85-94. 10p DOI         1007/s1084-010-9117-4.

 

 

 

 

 

 

 

 

 

APPENDICES

1. Formulas

Mean

MEAN = X₁ + X₂ + X₃ + … + X_N

N

1. Survey Form

Survey Form

 

Name (Optional): _______________________Year/Course: ___________ Age: _________

 

SURVEY FORM for English103 – Class of Dr. Tara P. Donozo

 

Kindly fill up the survey sheet with the corresponding answers. All information will be kept confidential.

 

Topic: The Effects of Classical Music and Contemporary Music on Stress Management of UAP-CAS Students: A Comparative Study

 

Part I. Stress Determination

1. Do you feel that you are currently experiencing stress?
   • Yes
   • No
2. Check all the possible factors that cause you to experience stress.
   • roommate dynamics
   • professional pursuits
   • academic deadlines (exams, papers, projects, etc)
   • financial matters (budgeting, tution fees, school loans)
   • peer groups and peer pressure (drugs and alcohol)
   • exploring sexuality, friendships, intimate relationships
   • starting a professional career path
   • Others ______________
3. How often do you get stressed?
   • once to thrice a week
   • four to five times a week
   • daily

Follow up: Specifically when? ____________

4. What are the manifestations of it? Check and rate all that apply to you.
   • increased heart rate
   • rapid breathing stammering, aches and pains, diarrhea
   • sweating
   • sleeplessness
   • chronic pain and illness
   • GI (gastrointestinal) distress
   • sleep disturbances
   • fatigue
   • high blood pressure
   • headaches
   • stress emotions such as anger, anxiety and panic, fright, guilt, shame, sadness, depression
   • Others _______________

 

Part II. Stress Management

5. Are you aware of Stress Management?
   • Yes
   • No
6. Define stress management based on your own understanding of it.

 

 

 

Part III. Ways of Managing Stress

7. Do you know of some ways of managing stress?
   • Yes
   • No
8. Do you do them?
   • Where? _____________________________
   • Why?     _____________________________
9. If yes, how often do you them?

---

10. If no, why and what do you do every time you’re faced with the crisis of stress?

---

 

11. Rate the following ways of stress management that best applies to you.
    • replacing unhelpful thoughts with helpful ones
    • watching a favourite TV show or DVD
    • asking for counsel
    • doing a breathing or relaxing exercise
    • taking a bath
    • go to a pleasant place
    • listening to soothing music
    • singing along to songs on the radio
    • doing a hobby or working a task
    • making oneself of a cup of tea, doing a hobby or worktask
    • doing some exercise (walking, cycling, yoga, swimming)
    • doing something with or for family member or a friend
    • talking to a supportive friend or family member
    • Others ________________________

 

Part IV. Music as a Stress Management

12. Do you think that music effectively helps you in reducing in stress?
    • Yes
    • No
13. How long does it take for you to recover from stress if listening to music is the basis of relieving it? (Please specify if how many hours or days does it take)

 

14. Which type of music do you prefer to listen on?
    • Classical
    • Metal
    • Folk Songs
    • Contemporary (Modern songs, i.e., jazz, )
15. Which type of music do you prefer when it comes to relieving your stress?
    • Classical
    • Contemporary

 

16. If you answer either of the two, list down at least three (3) specific effects of it on you, specifically how does it help you in relieving your stress.

 

 

 

 

 

17. If you listen music which is not of your type, do you think you can recover from stress, other things remain constant?

• Yes

Why? __________________________________

• No

Why? __________________________________