A measurement study of the relationship between personality traits and learning emotions among music learners: a psychometric analysis in an educational context

This study examined the relationships between Big Five personality traits and learning emotions among Chinese undergraduate music students, while also validating psychometric instruments adapted to the music education context. A cross-sectional quantitative design was employed with a sample of 298 undergraduate music students drawn from three Chinese universities. The Chinese Big Five Personality Inventory-Short Form (CBF-PI-SF) served as the measure of personality traits, and an adapted version of the Achievement Emotions Questionnaire-Short (AEQ-S) was used to assess learning emotions in the context of music learning. Confirmatory factor analysis demonstrated adequate factorial validity for both instruments, with most fit indices meeting recommended thresholds and the overall pattern supporting acceptable model fit. Structural equation modeling revealed that personality traits collectively accounted for substantial variance in positive (R2 = 0.42) and negative emotions (R2 = 0.38) as well as boredom (R2 = 0.29). Extraversion (b = 0.35, p < 0.001) and openness (b = 0.28, p < 0.001) proved to be the strongest predictors of positive learning emotions, and neuroticism emerged as the strongest predictor of negative emotions (b = 0.42, p < 0.001). Openness showed a strong negative association with boredom (b = −0.32, p < 0.001). Agreeableness did not have significant relationships with any emotional outcome. These findings extend the application of Control-Value Theory in music education and also provide empirical support for the use of personality-based teaching methods. The instruments examined, owing to their validity, can serve as useful tools in conducting subsequent studies to investigate individual differences in emotional experiences in the context of creative and performance-based education.