A central part of singing includes learning new pieces of vocal music. Learning a new song is a complex task that involves several functions and modalities, such as memory functions, language and motor skills, and auditory and visual perception. Memory functions are a well-studied area, but it is unknown how memory theories apply to a multimodal activity such as singing. In this study, an attempt is made to translate the theories to the applied field of singing. This study aims to investigate the effectiveness of three types of learning formats for learning new song lyrics: auditory learning with image support (AI), auditory learning with text support (AT), and auditory learning only (A). Ninety-five participants were randomly assigned to one of the three experimental conditions. A univariate analysis of variance revealed a significant effect of condition on the lyric recall score and post-hoc tests showed that participants performed significantly better in the AI condition in comparison to both the AT and the A condition. No significant difference was found between AT and A. This study sheds light on how memory processes might work in learning song lyrics. Practical implications for practitioners such as music educators, conductors, and choir singers are discussed.

Through the lens of social identity theory, this work aims to investigate the impact of servant leadership on employee resilience during the COVID-19 pandemic and to explore their underlying mechanisms through two types of social identity: organizational identification and professional identity. To test our hypotheses, an online survey was conducted via a large number of 703 employees working in public organizations in southwest China. Results yielded from the structural equation modeling analysis via AMOS (24.0) indicated that the effect of servant leadership on employee resilience was fully mediated by organizational identification and professional identity, respectively. Besides, the association between servant leadership and employee resilience was sequentially mediated from organizational identification to professional identity, and from professional identity to organizational identification. This study provides the first evidence of the predictive effect of servant leadership on employee resilience through organizational identification and professional identity, highlighting the significance of social identity for building and maintaining employees' resilience in coping with challenges posed by COVID-19.

Flow is a gratifying state of deep involvement and absorption that individuals report when facing a challenging activity and they perceive adequate abilities to cope with it (EFRN, 2014). The flow concept was introduced by Csikszentmihalyi in 1975, and interest in flow research is growing. However, to our best knowledge, no scoping review exists that takes a systematic look at studies on flow which were published between the years 2000 and 2016. Overall, 252 studies have been included in this review. Our review (1) provides a framework to cluster flow research, (2) gives a systematic overview about existing studies and their findings, and (3) provides an overview about implications for future research. The provided framework consists of three levels of flow research. In the first “Individual” level are the categories for personality, motivation, physiology, emotion, cognition, and behavior. The second “Contextual” level contains the categories for contextual and interindividual factors and the third “Cultural” level contains cultural factors that relate to flow. Using our framework, we systematically present the findings for each category. While flow research has made progress in understanding flow, in the future, more experimental and longitudinal studies are needed to gain deeper insights into the causal structure of flow and its antecedents and consequences.

This edited volume explores the role of arts and meditation within educational settings, and looks in particular at the preventive and developmental function of the arts in educational contexts through different theoretical perspectives. Encompassing research from an array of disciplines including theatre, psychology, neuroscience, music, psychiatry, and mindfulness, the book draws insights relevant to a broad spectrum of interdisciplinary fields. Chapters are divided into thematic sections, each outlining praxes and emphasising how educating within and through the arts can provide tools for critical thinking, creativity and a sense of agency, consequently fulfilling the need of well-being and contributing towards human flourishing. Ultimately, the book focuses on the role the arts have played in our understanding of physical and mental health, and demonstrates the new-found significance of the discipline in the wake of the COVID-19 pandemic. With its interdisciplinary and timely nature, this book will be essential reading for scholars, academics, and post-graduate researchers in the field of arts education, creative therapies, neuroscience, psychology, and mindfulness.

The present study investigated a conceptual model by testing flow experience and subjective well-being of university students during Coronavirus Diseas-19 (COVID-19) via considering their underlying mechanisms of academic self-efficacy and self-esteem. A total of 1,109 Chinese university students completed a questionnaire containing scales of subjective well-being, flow, academic self-efficacy, and self-esteem. Results yielded from the structural equation modeling analysis indicated a significant and positive association between flow experience and subjective well-being, and such an association was sequentially mediated by academic self-efficacy and self-esteem. Findings also provided empirical evidence for the proposed model highlighting the significant role of flow experience at the higher educational context in predicting subjective well-being of Chinese university students, and how such a relation can be supported by suggested mediating roles academic self-efficacy and self-esteem played.

The aim of this chapter is to discuss the literature on psychological flow experiences in relation to artistic creation and performance. In the first section, we review studies on state flow in music and dance. In the second section, we discuss collective flow experiences (’group flow’) in artistic performances. The third section elaborates on the neurobiological underpinnings of creative cognition in relation to flow, and the relationship between flow, creativity, and quality of performance. In the fourth section, we discuss the relationship between dispositional flow (’flow proneness’), expertise, and artistic creation. In summary, the literature on flow and artistic creativity is still relatively small, and more studies would be important to test key hypotheses and resolve inconsistencies in the literature, in particular concerning relations between state flow and creative output. We conclude by suggesting some possible future directions for work in the field.