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<p>The aim of the study was to identify effective methods for reducing the level of aggressiveness among high school students through the implementation of a music-based pedagogical programme. The methodology included a pedagogical experiment with weekly observations during music classes and the formulation of recommendations for educators. The results of the study demonstrated a decrease in aggressiveness among the participants of the experimental group (EG) following the implementation of the music-pedagogical programme. According to the A. Buss and A. Durkee aggression inventory, the indicators of medium and high aggression levels in the control group remained practically unchanged, with the total percentage of responses in categories 3–5 ranging from 60% to 75% both before and after the experiment, whereas in the experimental group, these indicators decreased on average by 25–35% points. Using the Buss-Perry Aggression Questionnaire (BPAQ), a similar reduction in aggressive manifestations was observed: the proportion of participants with medium and high levels of aggression declined from 66 to 74% to 40–45% across most items. For example, the proportion of medium and high responses to the statement I often argue with others decreased from 74% to 40%, while the corresponding indicator for Sometimes I want to insult those I dislike declined from 70% to 40%. Pedagogical observation of the experimental group participants confirmed the test data: students displayed greater emotional openness, self-control, cooperation with peers, and were less likely to engage in conflicts. The 25–35% reduction in medium and high levels of aggression in the experimental group, combined with enhanced emotional competence and collaborative skills, demonstrates the potential of targeted musical activities to influence students’ emotional states and behaviour. The practical significance of the study lies in integrating music-pedagogical sessions into the educational process to foster self-regulation, reduce verbal and physical aggression, and improve interpersonal relationships among senior students. The findings enable educators to employ regular observations and individual interviews as tools for assessing the effectiveness of corrective measures and promptly responding to conflict situations.</p>

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Pedagogical prevention of aggressive behaviour in adolescents through musical activities

  • 期刊论文

  • 发表日期：

    2026年6月23日

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  • Nurjan Sartbekova,
  • Senghao Zhang,
  • Alina Motukeeva

摘要

The aim of the study was to identify effective methods for reducing the level of aggressiveness among high school students through the implementation of a music-based pedagogical programme. The methodology included a pedagogical experiment with weekly observations during music classes and the formulation of recommendations for educators. The results of the study demonstrated a decrease in aggressiveness among the participants of the experimental group (EG) following the implementation of the music-pedagogical programme. According to the A. Buss and A. Durkee aggression inventory, the indicators of medium and high aggression levels in the control group remained practically unchanged, with the total percentage of responses in categories 3–5 ranging from 60% to 75% both before and after the experiment, whereas in the experimental group, these indicators decreased on average by 25–35% points. Using the Buss-Perry Aggression Questionnaire (BPAQ), a similar reduction in aggressive manifestations was observed: the proportion of participants with medium and high levels of aggression declined from 66 to 74% to 40–45% across most items. For example, the proportion of medium and high responses to the statement I often argue with others decreased from 74% to 40%, while the corresponding indicator for Sometimes I want to insult those I dislike declined from 70% to 40%. Pedagogical observation of the experimental group participants confirmed the test data: students displayed greater emotional openness, self-control, cooperation with peers, and were less likely to engage in conflicts. The 25–35% reduction in medium and high levels of aggression in the experimental group, combined with enhanced emotional competence and collaborative skills, demonstrates the potential of targeted musical activities to influence students’ emotional states and behaviour. The practical significance of the study lies in integrating music-pedagogical sessions into the educational process to foster self-regulation, reduce verbal and physical aggression, and improve interpersonal relationships among senior students. The findings enable educators to employ regular observations and individual interviews as tools for assessing the effectiveness of corrective measures and promptly responding to conflict situations.