Constructing well-being through music education: A qualitative inquiry into older women's emotional, social, and cognitive lives in China.

This study explores how music education enhances happiness among Chinese elderly women. Focusing on their lived experiences, the research involved 120 women aged 60-70 from twelve senior universities in nine Chinese cities. Data was collected via in-depth interviews and analyzed using grounded theory methodology through open, axial, and selective coding. This process yielded nine core categories and a theoretical model centered on "happiness construction." The findings reveal three primary pathways through which music education boosts well-being: First, it improves physical and mental states via emotional regulation and health promotion. Second, it shapes the external environment through social belonging, family influence, and economic conditions. Third, it stimulates intrinsic motivation through self-identity, cognitive stimulation, learning drive, and teaching feedback, thereby rebuilding self-worth and fostering a sense of achievement. This study confirms the role of social activities in elderly well-being and highlights the unique capacity of music education to integrate emotional, cognitive, social, and cultural functions.