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<p>This study explores the influence of regular piano lessons on students’ psycho-emotional well-being and cognitive performance under academic stress. Drawing on recent interdisciplinary research in music psychology and neurophysiology, the study analyses how piano practice supports emotional regulation, concentration, memory, and overall academic engagement. The findings indicate that structured and regular piano practice effectively reduces stress, enhances attentional stability, and promotes the development of higher cognitive functions, including memory and spatial-temporal reasoning. Particular emphasis is placed on the organisation of lessons in accordance with the optimal duration and students’ circadian rhythms, which contribute to improved emotional balance and resilience to academic pressure. Evidence from long-term studies also suggests that these benefits extend beyond the period of active training, reflecting enduring neuroplastic adaptations and enhanced self-regulation capacities. The synthesis highlights piano practice as a multidimensional tool that integrates emotional, cognitive, and physiological mechanisms to foster holistic student development in contemporary educational contexts.</p>

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Music as a tool to improve students’ psycho-emotional state: the effect of piano playing on stress tolerance and concentration

  • 期刊论文

  • 发表日期：

    2026年6月2日

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  • Xixi Yang,
  • Zegeng Chen

摘要

This study explores the influence of regular piano lessons on students’ psycho-emotional well-being and cognitive performance under academic stress. Drawing on recent interdisciplinary research in music psychology and neurophysiology, the study analyses how piano practice supports emotional regulation, concentration, memory, and overall academic engagement. The findings indicate that structured and regular piano practice effectively reduces stress, enhances attentional stability, and promotes the development of higher cognitive functions, including memory and spatial-temporal reasoning. Particular emphasis is placed on the organisation of lessons in accordance with the optimal duration and students’ circadian rhythms, which contribute to improved emotional balance and resilience to academic pressure. Evidence from long-term studies also suggests that these benefits extend beyond the period of active training, reflecting enduring neuroplastic adaptations and enhanced self-regulation capacities. The synthesis highlights piano practice as a multidimensional tool that integrates emotional, cognitive, and physiological mechanisms to foster holistic student development in contemporary educational contexts.