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Abstract：
This study aims to explore the influence of national music lessons on university students\' subjective well-being, self-esteem, and national identity. A Chinese university provided four national music courses spanning 8 weeks. The students\' subjective well-being, self-esteem, and national identity were measured before the commencement of the courses (T1), the fourth week of the courses (T2), and post the completion of the courses (T3). A total of 362 participants completed the Positive and Negative Affect Scales, the Satisfaction with Life Scale, the Rosenberg Self-Esteem Scale, and the National Identity Scale at T1, T2, and T3. Results indicated that national music lessons could improve university students\' subjective well-being, yet there was no effect on their national identity or self-esteem. Although high national identity and high self-esteem predicted a greater level of subjective well-being, self-esteem and national identity did not affect the influence of national music lessons on subjective well-being. National music lessons were particularly beneficial to students with low and middle levels of subjective well-being, in comparison to those with higher levels of subjective well-being. This paper verifies an efficient method to bolster students\' subjective well-being that can be conducted in educational practices.
摘要：
本研究旨在探讨民族音乐课对大学生主观幸福感的影响,自尊,和民族认同。一所中国大学提供了为期8周的四门民族音乐课程。学生的主观幸福感，自尊,和国家身份是在课程开始之前(T1)测量的，课程的第四周（T2），并发布课程的完成情况（T3）。共有362名参与者完成了正面和负面影响量表，对生活的满意度量表，罗森博格自尊量表，以及T1、T2和T3的国家认同量表。结果表明，民族音乐课可以提高大学生的主观幸福感，然而，对他们的民族身份或自尊没有影响。尽管高民族认同感和高自尊预示着更高水平的主观幸福感，自尊和民族认同并不影响民族音乐课对主观幸福感的影响。国家音乐课对主观幸福感中低水平的学生尤其有益,与主观幸福感水平较高的人相比。本文验证了一种可以在教育实践中增强学生主观幸福感的有效方法。
