The aim of this study was to determine the effect of mindfulness training on increasing attention and controlling aggression in music students aged 7 to 12 years in music schools. The method of the present study was a quasi-experimental design with pretest-posttest design and control group. The statistical population of the study included children of music students in the music school of Tehran Art House in the winter of 2020 and the spring of 2021. From this community, 30 children were selected by available sampling method and randomly assigned to two experimental and control groups (15 people in each group). The research instruments included the aggression questionnaire of Vahedi et al. (2008) and Manley et al. (1999) attention test. The experimental group received eight sessions of mindfulness intervention according to the protocol provided by Bayer (2006) but the control group did not receive any psychological intervention. In addition to descriptive indicators, multivariate analysis of covariance was used to analyze the data. The results showed that mindfulness training has a significant effect on improving attention (sustained attention, selective attention and attention control) and reducing aggression (verbal-aggressive, physical-aggressive, relational and impulsive anger) in children of music students (P<0/05). The results showed that the use of mindfulness as a psychological treatment to improve attention and reduce aggression in children of music students should be considered and used.

The present study was conducted to investigate the role of music education on students' psychological well-being. The method of this study was causal - comparative, and the statistical population of this study was Tonekabon high school students in the academic year of 2009-2010. The sampling method was targeted, with 100 students in two groups of music and normal students. The measurement tool in this study was Reef's psychological well-being scale (1989). The results of this study showed that the average rank of psychological well-being of students is equal to 71.61 and of non-students is equal to 29.84, and the Z test value is equal to 7.123 at the level of 0.01significance. Thus, music education has had an effect on students' psychological well-being (P <0.01). By including music education programs as an independent curriculum, steps can be taken to promote the students' mental health indicators.

Female music students report a higher prevalence of musculoskeletal pain compared with male music students. Incorrect posture while playing a musical instrument, is a key factor causing musculoskeletal pain in this group. The aim of this study was to investigate the prevalence of play-related musculoskeletal pain and related factors among female music students in Tehran.
A cross-sectional study was conducted among 243 female music students from October 2021 to November 2021. Data was collected using a self-report questionnaire, Numeric pain rating scale and Nordic Body Map respectively. Participants’ posture was assessed using theRapid Entire Body Assessment (REBA) checklist. Correlation and chi-square tests were applied to obtain the relationship between the presence of musculoskeletal pain and posture. A significance level of 0.05 was considered.
Of the 243 surveyed female music students, 65% (n = 80) reported at least one symptomatic area in the last week. The neck (33.7%), shoulders (24.7%), lower back (23.9%) and wrists/hands (22.6%) were most often affected. Participants who were older or had incorrect posture, have reported musculoskeletal pain significantly (P = 0.002 and P = 0.001 respectively). In addition, there was significant relationship between types of instruments with pain (P = 0.018). There was no significant relationship between the history and duration playing and educational status with pain.
It can be concluded that musculoskeletal pain was a major health problem among female music students. Educating about correct posture in music conservatories could be important in prevention and treatment of such disorders in this group.

The main purpose of the present study was to investigate the effect of different combinations of music and rhythmic movements on behavioral problems of children with mild mental retardation. A total of 40 children with mild mental retardation were randomly divided into 4 variations of practice including: rhythmic movement with major scale music, rhythmic movement with minor scale music, rhythmic movement with no music, and no rhythmic movement-no music (control group). Rutter inventory (Parent version) was used to evaluate behavioral problems. Pretest was taken before the intervention and post-test was taken after 12 weeks of practice (36 sessions). For data analysis, one-way analysis of variance and Tuki follow up tests were used. Results showed that behavioral problems of rhythmic movement with major scale music group were significantly decreased. It was also shown that the rhythmic movement with minor scale music and rhythmic movement with no music showed no significant decrease on behavioral problems of mentally retarded children. No considerable change was found in behavioral problems of the participants of the control group.

Since the early nineteenth century, memorizing a music piece and its effects on piano players has been one of the most crucial issues in teaching and playing piano. On one hand, performance from memory indicates a player's mastery and provides the opportunity to focus on emotional expression, leading to more effective communication with the audience. On the other hand, it is regarded by some as a waste of time and energy, especially when it comes to Avant-guard music. The present study consists of two main parts. First, psychological definitions of different types of memory, visual, auditory, kinesthetic, and analytical, have been used to categorize memorization techniques. Subsequently, the study continues examining the "process of memorization" and the "skills of using memory in performing music. “The latter part of this section center on "reviving musical memory through signs" and "Strengthening the process of memorizing music pieces" in addition to "concentration practice" and "Mental practice (sans instrument)". In the second part of the research, a questionnaire in the Field’s method has been designed to examine the propositions on the subject of memorizing parts, catering specifically to Iranian students in Tehran to find answers to the following questions. 1 - Does memorizing piano pieces affect the desired sound and improve the performance of piano players? 2 - Does memorization provide the most freedom to express the beauty of the music? 3 - Which memorization techniques execute the members of the statistical community use the most? 4 - Do students consider learning and memorization as an integrated holistic process or as two separate processes? This is descriptive-analytical research that utilizes a statistical society consisting of 30 piano students at the intermediate level. To measure the correlation of the questionnaire, Pearson Correlation Coefficient was used to test the research questions. The results of this study showed that there is a positive and significant relation between memorizing a piece of music with the freedom of the performer. Sound quality and improving performance. According to data analysis, Iranian students considered learning and memorization as two separate processes. Also, according to statistics, muscle memory techniques were the most used among Iranian piano students; statistical analysis suggests that the association of music with the help of words or images in the mind have the least use among Iranian students. The most common technique employed by participants to stabilize memory is to imagine the movement of fingers in performing the piece, in addition to listening to the audio file of the piece. This research emphasizes the effectiveness of memorizing techniques in improving and accelerating the process of memorization and obtaining the desired result using the combination of memorization techniques for improving the performance of the pianist and achieving safe memory is useful. The descriptive table shows that the best results point towards the use of muscle memory, followed by aural, and analytic memorization. The use of visual memory was the least used among piano students.

Childhood malignancies could affect the children’s psychological life and cause problems in socialization. There are many researches that illustrate the effect of music therapy in different aspects of children’s life such as isolation and etc, there is no report about the effect of Iranian music. The aim of this research was to examine the effect of active music therapy with Iranian rhythms on reducing social problems in 5 children with cancer while accomplished an as a case study project in semi- experimental design as a time series design Thus we selected 5 children among 40 children who had preliminary conditions of participating in this study and their parent filled in the CBCL (Minaii,1390). These 5 children were high in subscale social problems. They participated in 8 treatments session and administrated the CBCL after forth session and last session as a post tests. Data were analyzed with repeated measure and results were extracted for all subscales. In summary results(sig 0.005) showed that using the Iranian rhythms in active music therapy can reduce the social problems in children with cancer.

this study aimed to investigate the effectiveness of Orff music training on the preschoolers’ learning of basic mathema- tical skills. Using convenience sampling method, 30 year old children (16 females and 14 males) with an intelligence quotient ranges of 110-130 were selected and examined in an intervention group and a control group. The intervention group received Orff music training two hours a week for three months. The Assessment of Basic Mathematical Skills Scale for Children (Kohansedgh, 1997) were then administered to both groups. Covariance analysis indicated that Orff music traini- ng increased the learning ability of preschoolers in classification, similarities/differences detection, conservation of numbers, and geometry skills. No significant difference was found between the two groups in seriating skill. The results were discussed in terms of the effect of music training on learning of basic mathematical skills of children.

This study aimed to investigate the Effectiveness of Orff music training on intelligence ability of preschoolers. Using convenience sampling method, 30 children (5 year old, 16 males and 14 females) were selected and examine in an intervention group and a control group. Intervention group received music training two hours a week for six months. Wechsler preschool and primary scale of intelligence (1967 quotation of Razavieyh, 2005) were then administered to both groups. Covariance analysis indicated that music training significantly increased verbal and nonverbal intelligence of preschoolers. The results were discusses in terms of effect of music training on intelligence ability of preschoolers.
This study aimed to investigate the Effectiveness of Orff music training on intelligence ability of preschoolers. Using convenience sampling method, 30 children (5 year old, 16 males and 14 females) were selected and examine in an intervention group and a control group. Intervention group received music training two hours a week for six months. Wechsler preschool and primary scale of intelligence (1967 quotation of Razavieyh, 2005) were then administered to both groups. Covariance analysis indicated that music training significantly increased verbal and nonverbal intelligence of preschoolers. The results were discusses in terms of effect of music training on intelligence ability of preschoolers.

The aim of this study was to evaluate the effectiveness of music therapy on sustained attention and selective attention in children with attention deficit hyperactivity disorder. The research method was quasi-experimental with a pre-test-post-test design with a control group. The statistical population included all children with attention deficit-hyperactivity disorder who referred to psychological centers in Gorgan in the 2020 year. 30 people were selected by convenience sampling method and randomly assigned to experimental and control groups. Measurement tools included the Stroop Color-Word Test (Mc Leod, 1996) and the Continuous Performance Test (Razold et al, 1956). The experimental group received 12 60-minute sessions of music therapy, but the control group did not receive any intervention. The results of univariate and multivariate analysis of covariance showed that music therapy is effective in improving sustained attention and selective attention in children with attention deficit-hyperactivity disorder. Therefore, it can be concluded that music therapy through rhythmic stimulation has led to an increase in sustained attention, selective attention, and auditory sensitivity in children with attention deficit- hyperactivity disorder.