The Psychological and Biological Impact of "In-Person" vs. "Virtual" Choir Singing in Children and Adolescents: A Pilot Study Before and After the Acute Phase of the COVID-19 Outbreak in Austria

Katarzyna Grebosz-Haring, Anna K Schuchter-Wiegand, Anja C Feneberg, Nadine Skoluda, Urs M Nater, Sebastian Schütz, Leonhard Thun-Hohenstein, Katarzyna Grebosz-Haring, Anna K Schuchter-Wiegand, Anja C Feneberg, Nadine Skoluda, Urs M Nater, Sebastian Schütz, Leonhard Thun-Hohenstein

Abstract

Psychobiological responses to music have been examined previously in various naturalistic settings in adults. Choir singing seems to be associated with positive psychobiological outcomes in adults. However, evidence on the effectiveness of singing in children and adolescents is sparse. The COVID-19 outbreak is significantly affecting society now and in the future, including how individuals engage with music. The COVID-19 pandemic is occurring at a time when virtual participation in musical experiences such as singing in a virtual choir has become more prevalent. However, it remains unclear whether virtual singing leads to different responses in comparison with in-person singing. We evaluated the psychobiological effects of in-person choral singing (7 weeks, from January to March 2020, before the COVID-19 outbreak) in comparison with the effects of virtual choral singing (7 weeks, from May to July 2020, after schools partly re-opened in Austria) in a naturalistic pilot within-subject study. A group of children and young adolescents (N = 5, age range 10-13, female = 2) from a school in Salzburg, Austria were recruited to take part in the study. Subjective measures (momentary mood, stress) were taken pre- and post-singing sessions once a week. Additionally, salivary biomarkers (cortisol and alpha-amylase) and quantity of social contacts were assessed pre- and post-singing sessions every second week. Psychological stability, self-esteem, emotional competences, and chronic stress levels were measured at the beginning of in-person singing as well as at the beginning and the end of the virtual singing. We observed a positive impact on mood after both in-person and virtual singing. Over time, in-person singing showed a pre-post decrease in salivary cortisol, while virtual singing showed a moderate increase. Moreover, a greater reduction in stress, positive change in calmness, and higher values of social contacts could be observed for the in-person setting compared to the virtual one. In addition, we observed positive changes in psychological stability, maladaptive emotional competences, chronic stress levels, hair cortisol, self-contingency and quality of life. Our preliminary findings suggest that group singing may provide benefits for children and adolescents. In-person singing in particular seems to have a stronger psychobiological effect.

Keywords: COVID-19; adolescents; children; cortisol; in-person choral singing; music; virtual choral singing.

Conflict of interest statement

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Copyright © 2022 Grebosz-Haring, Schuchter-Wiegand, Feneberg, Skoluda, Nater, Schütz and Thun-Hohenstein.

Figures

FIGURE 1
FIGURE 1
Study flow.
FIGURE 2
FIGURE 2
Score values of singing activity perception (median and range): in-person singing vs. virtual singing (n = 165 data points for all categories).
FIGURE 3
FIGURE 3
Absolute score values (pre-post) of current stress experience (median and range) on the Visual Analog Scale: in-person singing vs. virtual singing (n = 111 data points).
FIGURE 4
FIGURE 4
Changes (pre-post) in the MDMQ subscales (median and range): in-person singing vs. virtual singing (n = 330 data points).
FIGURE 5
FIGURE 5
Number of social contacts in Social Network Map by session: in-person singing vs. virtual singing.
FIGURE 6
FIGURE 6
Changes (pre-post) in sCort (median and range) by session: in-person singing vs. virtual singing (n = 55 data points).
FIGURE 7
FIGURE 7
Changes (pre-post) in sAA (median and range) by session: in-person singing vs. virtual singing (n = 55 data points).
FIGURE 8
FIGURE 8
Score value on Child Behavior Checklist by timepoints of measurement (median and range) (n = 11 data points).
FIGURE 9
FIGURE 9
Score value on SEKJ scales by timepoints of measurement (median and range) (n = 35 data points).
FIGURE 10
FIGURE 10
Score value on FEEL-KJ scales (adaptive emotions, maladaptive emotions) by timepoints of measurement (median and range) (n = 23 data points).
FIGURE 11
FIGURE 11
Score value on CSIK scales: school overload/pressure to perform (SUE), worries/social overload (S), social pressure (SD), discontent with school (US), social tension (SP), social isolation in the family (SI), conflicts with siblings (G), temporal overload (ZUE), social isolation among peers (SG), excessive demands/pressure to perform training/choir (S1), dissatisfaction with training/choir sessions (S4), social isolation in the training group/choir community (S9) by timepoints of measurement (median and range) (n = 132 data points).
FIGURE 12
FIGURE 12
Score value on PedsQL scales: physical functioning (PhF), emotional functioning (EmF), social functioning (SoF), school functioning (SchF), psychosocial health summary score (PsySo), physical health summary score (Phy), total score (Total) by timepoints of measurement (median and range).
FIGURE 13
FIGURE 13
Score value of hair cortisol by timepoints of measurement (median and range) (n = 88 data points).

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