Exploring the Impact of Choral
Singing on Mindfulness
Julie A Lynch & Charlotte E Wilson
School of Psychology, Trinity College Dublin
Background
Choral singing as a therapeutic medium has attracted increased
attention in empirical research over the past decade.
Researchers have attempted to identify a theoretical framework
or mechanism by which improved psychological well-being
within a choir setting occurs. This study takes into
consideration the relevance of mindfulness. Mindfulness is
defined as the focused attention and awareness of what is
occurring in the present moment, and is widely associated with
the mitigation of stress and enhancement of emotional and
mental well-being. This research places particular emphasis on
the state-like quality of mindfulness.
The development and validation of a novel
questionnaire (the Mindful State Questionnaire) is described.
The present study contributes to addressing the shortcomings
described in the literature by using quantitative data, employing
an appropriate, large, non-clinical sample, attempting to define
a mechanism by which choral singing and well-being may be
linked and delineating the construct of state mindfulness.
Study Objective:
To determine whether a period of choral singing will influence
participants’ self-reported levels of state mindfulness
Mindful State Questionnaire
• Developed to assess the construct of state mindfulness
• Composed of 20 items
• 9-point scale ranging from Strongly Agree to Strongly
Disagree
• Inter-item correlations fall between recommended range of .2
to .4
• High internal consistency of items (Cronbach’s alpha=0.869)
• Demonstrates acceptable concurrent validity with MAAS
(r=0.622)
• Clear four-factor structure; attention, awareness, acceptance
and non-judgment
Methodology
Design. Experimental, within subjects design.
Participants. Eighty-three predominantly Irish
choristers (18 males, mean age 51.9 years old)
Procedure. Participants filled out Mindful Attention Awareness
Scale (Brown and Ryan, 2003) and Mindful State Questionnaire
(MSQ). Participants engaged in a full choir rehearsal.
Participants filled out MSQ after choir rehearsal, and received a
listening exercise to complete at home. Listening exercise: fill
out MSQ, listen to full CD (Gabriel Faure’s Requiem), fill out
MSQ, return completed questionnaires to next rehearsal.
Brown, K. W., & Ryan, R. M. (2003) The benefits of being present: mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822- 848.
Results
Hypothesis was supported. A repeated measures t-test
revealed a significant increase in levels of state mindfulness
both from Before Choir (M=108.72, SD=18.97) to After Choir
(M=129.22, SD=15.42), t(85)=10.92, p<.001, and from
Before Listening (M=108.49, SD=19.94) to After Listening
(M=117.92, SD=19.41), t(72)=4.48, p<.001. The effect size
was much larger for the singing condition (η2 = 0.58) than
the listening condition (η2= 0.21).
Choir singing Listening to a piece of music
135
130
125
120
Mean Score
115
110
105
100
95
Before After
Condition (Choir Singing or Listening)
Figure 1. Mean differences of mindfulness levels between
conditions
Conclusion
 Results demonstrate a significant influence of choral
singing on levels of self-reported state mindfulness. This
research has far-reaching implications not only for the
incorporation of choirs in the promotion of mental health
nationwide, but also for the cultivation of mindfulness
through informal practice.
 The increase in state mindfulness following the period of
listening to music was unexpected, but can potentially be
explained by prior research suggesting that listening to music
elicits positive affect and heightens arousal in human beings.
 The results indicate that the MSQ is a useful, appropriate
measure for assessing levels of mindfulness. However, it is
recommended that future studies examine state mindfulness
at the facet level, to facilitate drawing theoretical and
operational distinctions between state and trait mindfulness.
amateur
Acknowledgements
I would like to extend my deepest thanks and appreciation to
conductors Malcolm Green and Valerie Marron, and to the
members of the Limerick Choral Union and Caherconlish
Community Choir for taking the time and effort to contribute
to this piece of research and for allowing me to intrude on
your valued rehearsal time.
Presenter Contact Details
Ms Julie Lynch, School of Psychology, Trinity College Dublin.
Email: lynchju@tcd.ie