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This study aimed to investigate what are the factors that influence the perception of one's own voice, and if there are any differences using voice between speaking and singing. Further the study purported to examine how these attitudes affect individuals' vocal behavior in personal and social contexts. A total of 100 participants completed the survey which comprised 23 questions about demographics, music experience, speaking voice, and singing voice. The quantitative data were analyzed by correlations and paired t test. For qualitative analyses, content analysis was conducted. The results revealed an even distribution among negative, neutral, and positive attitudes regarding singing and speaking voices and their effects on vocal behavior. For their negative/positive perceptions of their voices, participants referenced factors related to vocal attributes, personal features, social or external validation, emotional quality of the voice, etc. Lastly, result showed that one's perception of the speaking voice has some influence on behaviors ranging from the personal (expressing oneself) to social (interacting with people) aspects. The findings of this study implies that one's attitude toward one's own voice substantially impacts one's personal, interpersonal and social-presentation.

The purpose of this study was to examine how an after-school Education-oriented Music Therapy (EoMT) program can impact students’ emotional and behavioral problems and academic competency. The study implemented a 16-week music therapy program using music activities and interventions to promote academic, social, and emotional skills. The Social Skills Rating System (Gresham & Elliott, 1990); which measures social skills, academic competency, and problem behavior, was administered before and after the intervention by the classroom teachers. The results showed that the areas of social skills and problem behavior improved significantly after program implementation; however, there were no improvements in academic competency. Results suggest that this structured music therapy program benefits students who have behavioral issues, though the positive changes in their emotional and behavioral problems did not influence academic competency.

The purpose of this study was to ascertain whether people enjoy singing, and to identify the underlying reasons why or why not. A total of 90 university students participated in the study. They were given a survey form with an open-ended question asking whether or not they enjoy singing, and the responses were content analyzed. The data segments were organized through a system of categories and subcategories. Analysis of the data yielded three main categories and nine subcategories. Inter-rater reliability between the two raters completing the content analysis was .92. The three main categories included “enjoyment of singing,” “enjoyment of singing when alone,” and “no enjoyment of singing.” For “enjoyment of singing,” there were seven categories of reasons: self-expression, aesthetic experience, interpersonal relationships, stress reduction/mood change, spirituality, empowerment/identity, and self-actualization. Eighty responses (88.3%) out of 90 were categorized into these seven categories. The second main category of singing was “enjoyment when alone (8.2%).” This category included statements emphasizing “alone” as a condition for the singing situation. The third main category of singing experience reflected negative attitude towards singing, “no enjoyment of singing (3.5%).” The results suggested that participants experience different benefits from singing. Those who enjoy singing use it to meet diverse idiosyncratic needs, including emotional, social, existential, and spiritual needs. On the other hand, some participants are uncomfortable about singing in front of other people, or do not enjoy singing at all. Either they are very conscious of other people's judgments or have negative perceptions of their own voice.