本研究目的主要探討參與音樂學習過程後，對音樂素養、同儕間人際關係、正面情緒管理是否有顯著影響。本研究採問卷調查法，由整理相關專家文獻配合研究者與數位音樂專家多年教學經驗設計問卷，研究對象以台南市東區某國中一至三年級國樂班學生共90人為母群體進行普查。問卷內容以李克特式量表為參考，研究假設以參與音樂學習過程後，對「音樂素養」、「正面情緒管理」、「同儕間人際關係的提升」是否有正面顯著影響？統計工具採用SPSS 22為分析工具。 研究結果以相關分析結果來說，研究顯示受測者對於一、音樂學習相關分析。二、音樂學習對音樂素養相關分析。三、音樂學習對人際互動相關分析。四、音樂學習對情緒管理相關分析。都達到部分中等程度的相關性，故若要實際達到音樂學習的積極目標，尚需與給予不同的輔導教育配合。變異數分析結果，不同性別學習音樂後對同儕間「人際關係」提升之獨立樣本t檢定、就讀年級學習音樂後對同儕間「人際關係」之提升、過去就讀情況對同儕間「人際關係」之提升，僅達部分顯著差異。最後提出對音樂學習正面推廣的結論及對教師和後續研究者的建議，以做為日後推廣者提出教學法的參考及依據。 The purpose of this study is to investigate whether individuals’ participation in music learning processes may significantly impact their music literacy, interpersonal relationships among peers, and positive emotional management. This study adopts a survey research design and develop the items in the questionnaire with reference to existing literature and comments from researchers and digital music professionals with remarkable teaching experience. The survey respondents were 90 students in the classical Chinese music class of a junior high school located in Tainan. The Likert scale was used in the survey and research hypotheses regarding the potential effects of music learning on individual’s music literacy, positive emotional management, and the promotion of interpersonal relationships among peers were developed and empirically examined. The software package SPSS 22 was used to perform our data analysis procedures.The results of the correlation analysis indicate that there are four significant correlational relationships, which are music learning to music literacy, music learning to interpersonal relationships and music learning to emotional management. In addition, these relationships all have moderate level of correlation statistically. The results indicate that we need to give different counselling education if we would like to achieve an active goal of music learning practically.Additionally, based on the results of the analysis of variance, we found that there is no difference in the promotion of interpersonal relationships among peers between music learners’ with different genders. Additionally, we found that there exist minor differences in the promotion of interpersonal relationships among peers among students in different academic level.Finally, we provides educators and researchers with guidelines regarding the promotion of music learning that can help them develop better promotion methods and teaching approaches in the future.
