Cognitive Enhancement Through Music Education: Affective Pathways to Executive Function Improvement in Musicians

Background/Objectives: This pilot study employed a quasi-experimental, single-group, pre-post design to examine the acute effects of single music lessons on executive function and to explore whether affective changes are associated with cognitive improvement in trained musicians. Drawing on Fredrickson’s broaden-and-build theory and Eysenck’s processing efficiency theory, we hypothesized that changes in positive affect and state anxiety would be statistically associated with cognitive outcomes. Methods: Using purposive sampling, 60 musicians (34 female, 26 male; Mage = 26.0, SD = 9.8; range: 16–58 years) completed assessments before and after a 45–60 min instrumental lesson (guitar, n = 20; violin, n = 20; piano, n = 20). Executive function was measured using the Stroop Color-Word Test (Golden version, Greek-validated). Affective states were assessed using the Positive and Negative Affect Schedule (PANAS; 20 items) and State-Trait Anxiety Inventory-State (STAI-S; 20 items). Data were analyzed using paired t-tests, Pearson correlations, path analysis, and bootstrap mediation analysis (5000 resamples). Results: Music lessons were associated with improved executive function (Stroop interference: d = 0.59, p < 0.001), increased positive affect (d = 1.87, p < 0.001), and reduced negative affect (d = −2.34, p < 0.001) and state anxiety (d = −2.64, p < 0.001). Path analysis demonstrated excellent model fit (CFI = 1.00; RMSEA = 0.00), with affective changes associated with 61.3% of the total effect on cognitive improvement. Conclusions: Single music lessons were associated with both cognitive and affective benefits, with affective changes statistically linked to cognitive outcomes. As a pilot study, these exploratory findings require replication using controlled designs before generalization. Future research should incorporate neuroimaging methods and cross-cultural validation.