The Nexus between music classes and psychological wellbeing: the moderating role of sustainable education policy and teachers innovative support in the post Covid-19 era.

Abstract

Purpose: The study was conducted to address the gaps in literature and improve the psychological well-being of Chinese students. For this purpose, the impact of music classes on psychological well-being of the students was investigated. Furthermore, the study investigated the moderating role of sustainable education policy and teachers' innovative support on the relationship between music classes and students' psychological well-being.

Design: The study used a five-point Likert scale and random sampling method was used to collect data from Chinese students in Beijing, China. A useful sample of 1409 respondents was finalized. The study used Partial Least Square - Structural Equation Model (PLS-SEM) for data analysis.

Results: This research found that the relationship between music classes and students' psychological well-being in the context of China is significantly accepted. This research also found that the moderating role of sustainable education policy and teachers' innovative support between music classes and the psychological well-being of the students is accepted. The research has contributed a novel framework to the body of literature.

Implications: The research findings have theoretical implications that have improved the body of knowledge critically. This research has presented practical ways to advance the psychological well-being of the students. The findings of this research have some future directions for studies in future to contribute to the knowledge.