The Impact of Emotional Intelligence on Aesthetic Ability in University Music Majors: The Mediating Role of Flow Experience
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This study aimed to (1) examine the relationship between emotional intelligence and aesthetic ability among university music majors; (2) investigate the impact of emotional intelligence on flow experience; (3) analyze the relationship between flow experience and aesthetic ability; and
(4) determine the mediating role of flow experience. A quantitative research design was employed with 1,112 music major students from twelve higher education institutions in Fujian Province, China, selected through stratified sampling. Data were collected using validated scales measuring emotional intelligence (Cronbach's α = 0.93), flow experience (Cronbach's α = 0.91), and aesthetic ability (Cronbach's
α = 0.94). Data analysis included Pearson correlation analysis, linear regression analysis, and mediation analysis using Baron and Kenny's (1986) approach with SPSS 29.0. The research results were found as follows:
- Emotional intelligence has a significant positive impact on aesthetic ability (β = 0.662,
p < 0.001), explaining 43.8% of the variance in aesthetic ability among university music majors. - Flow experience serves as a partial mediator in the relationship between emotional intelligence and aesthetic ability, with emotional intelligence significantly influencing flow experience
(β = 0.585, p < 0.001) and flow experience significantly affecting aesthetic ability (β = 0.589,
p < 0.001). - The combined mediation model explains 50% of the variance in aesthetic ability, with a significant indirect effect (β = 0.345, 95% CI [0.298, 0.391]), indicating that students with higher emotional intelligence are more likely to experience flow states during musical activities, which enhances their aesthetic capabilities.
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