On the relationship between music students' negative emotions, artificial intelligence readiness, and their engagement

Abstract

This study explored the relationship between negative emotions, engagement, and artificial intelligence (AI) readiness among 323 music students. The researchers employed SPSS (version 27) and AMOS (version 24) for analysis using the Emotion Beliefs Questionnaire (EBQ), the Students' Engagement Questionnaire, and the Artificial Intelligence Readiness Scale. Structural Equation Modeling (SEM), along with reliability analysis, correlation, and Multiple Linear Regression, was applied to understand the data. Findings indicate that negative emotions and AI readiness are interrelated with student engagement. Music's emotional impact can influence how students manage their feelings and engage with AI technologies. For instance, individuals who are more prepared for AI integration may leverage these tools to manage their emotions more effectively, which in turn could lead to enhanced music performance, though the specific mechanisms connecting these factors need further clarification. Consequently, high AI readiness can lead to greater engagement with digital learning platforms, potentially benefiting emotional regulation and academic achievements.