(A)

Study	N	Age	Educational Setting	Primary Purpose of Study	Study Design	Music Variables	Emotion Variables	Music Style	Relevant Data Collection Measures
Moore & Hanson-Abromeit [61]	8	3 to 5	Preschool	To examine feasibility and preliminary efficacy of the Musical Contour Regulation Facilitation (MCRF) intervention, a multi-session strategy for promoting ER development in preschoolers	Case study	To participate in the MCRF intervention	Emotion understanding accuracy; emotional regulation; child’s expression of emotion	Not specified	Language Development Survey (part of ASEBA; Achenbach & Rescorla, 2000); Emotion Regulation Checklist (ERC; Shields & CIcchetti, 1997, 1998); Child Behavior Checklist (CBCL) and Caregiver-Teacher Report Form (C-TRF), both part of the ASEBA (Asenbach & Rescorla, 2000)
Boone & Cunningham [62]	47	3 to 6	Preschool	To determine if children can accurately express the emotional meaning in music through expressive movement	Observational	12 music segments previously identified as belonging to one emotional category (happiness, sadness, ange or fear)	Happiness, sadness, anger, or fear	(1) Romanian Rhapsody, Opus 11/Enesco; (2) Peter Gynt; Ase’s Death, Suite No. 1, Opus 46/Grieg; (3) Theme to Lifeforce/Mancini; (4) Surprise Attack The Wrath of Khan/Horner; (5) Concerto in D, Opus 35/Tschaikovsky; (6) The Humorous Song/Lyadov (7) The Rite of Spring/Stravinsky (8) The Red Poppy, the Russian Sailor’s Dance/Gliere (9) Winter Games/Foster (10) Anvil of Crom, Conan/Poledouris (11) Venus/Holst; (12) The Walls Converge, Star Wars. Williams	Ad hoc observational registration
Brown & Sax [63]	205	4	Preschool	To examine the impact of arts-integrated preschool programming on the emotional func-tioning of low-income children at risk for school problems	Correlational	Participate in an arts integrated preschool program	Emotion understanding, empathy, emotional lability, anger reactivity, negative emotion intensity	Not specified: music, dance, and visual arts class	Peabody Picture Vocabulary Test-III (PPVT-III; Dunn & Dunn, 1997); Emotion Regulation Checklist (ERC; Shields & Cicchetti, 1997); and an adapted version of the Affex system, which is grounded in DET (izard, Dougherty, & Hembree, 1989)
Habibi et al. [64]	45	6 to 7	Out of school	To determine whether children who participate in musical training were different, prior to training, from children in the control groups in terms of cognitive, motor, musical, emotional, and social measures	Cross-sectional between subjects; experimental (controlled trial, non-randomized sample)	To be involved in a systematic and high intensity musicaltraining, and music perception	Emotional recognition and empathy	Not specified. Gordon’s primary measures of music audiation (PMMA) requires children to listen to a recording of 40 pairs of simple rhythms and 40 pairs of tone sequences and make a same/different judgment for each pair by circling a pair of same or different faces (Gordon, 1986).	Auditory analysis test (Rosner and Simon, 1971); Gordon’s primary measures of music audiation (PMMA; Gordon, 1986); Reading the Mind in the Eyes (Baron-Cohen et al., 2001); Index of Empathy for Children (Bryant, 1982); video emotion test (Goldstein adn Winner, 2012); Helping and sharing test (ad hoc)
Nieminen et al. [65]	127	6 to 9	Elementary school	To investigate the effects of age, gender, and music education on musical preference, musical emotion recognition, and the use of the aesthetic categories for music	Cross-sectional between subjects; experimental (non-randomized sample)	Musical preference and musical mode (major, minor and free tonal)	Beauty, ugliness, happiness and sadness	Three short musical pieces (20 s each) resembling familiar children’s songs of Western music	Ad hoc questionnaire and task
Ramdane et al. [66]	186	6 to 12	Elementary school	To investigate the usefulness of using music and songs by Islamic Education teachers	Correlational	Using music at the classroom	Emotional awareness	Not specified	Ad hoc questionnaire and interviews
Jeremic et al. [67]	89	7	Elementary school	To study the effect of vocal performance as a teaching method in relation to the social-emotional competencies (SEC) of pupils	Cross-sectional between subjects; experimental (controlled trial, non-randomized sample)	The vocal performance teaching method	Empathy, impulsivity, emotional control and reactions	Songs by ear where the basic psychological processes take place when singing accompanied by elements of vocal technique. Perceptual characteristics include singing by ear, tone of voice and resonance	Scale for assessment of social-emotional competencies of students (SEC)
Schellenberg & Mankarious [68]	60	7 to 8	Out of school	To examine whether music training in childhood is predictive of understanding emotions	Correlational	Child’s history of music lessons	Emotion recognition	Not specified	Test of Emotion Comprehension (TEC; Pons & Harris, 2000), and Weschler Abbreviated Scale of Intelligence (WASI; Weschler, 1999)
Pimenta & Trevisan [69]	31	7 to 9	Elementary school	To analyze the influence of music in promoting changes in the relationship established by students of recovery class with school activities	Case study	Activities with music, musical compositions	Aggressive, loud and disinterested in the classroom versus calm, participatory and interested in music gatherings	Not specified	Ad hoc instruments
Rauduvaite [70]	70	7 to 9	Elementary school	To analize how popular music can educate	Observational	Popular music repertoire	Positive emotions towards learning	Popular music. “Mom” song (music by R. Sileika, lyrics by D. Teiserskyte). “You and Me” song (music by V. Noreikis, lyrics by A. Cibarauskas) Listening to “The Return of Spring” by D. and G. Gibsons	Ad hoc instruments
Kang [71]	3	7 to 10	Elementary school	To examine the possibility of supportive music and imagery (MI) in addition to sandplay as a therapeutic treatment to improve emotional and behavioral adaptability for child witnesses of domestic violence	Case study	Create music through improvisation with musical instruments or their voices	Emotional behavioral problems including depression, aggression, anxiety, oppositional problem, PTSD, peace	Hello song, Goodbye song. L’Arlesienne Suite No.1 Adagietto F major by Georges Bizet. A Korean popular song, “A Firefly,” whose lyrics are about parting and loneliness. Music for the children and the musical instruments in the therapy room while listening to the music.	Korean Child Behavior Checklist (K-CBCL)
Soulier [72]	234	7 to 11	Elementary school	To study the effect of an emotional induction by music on the grammatical spelling performances of primary-school pupils	Cross-sectional between subjects: experimental (non-randomized)	Exposure to musical excerpts judged to be emotionally neutral, happy, and sad	Positive, negative emotions and neutral emotions	Musical excerpts with emotional valences: positive, negative and neutral: (1) Adagio en sol mineur—Tomaso Albinoni; (2) Nocturne C# Min op. Postuma-Frédéric Chopin (3) Prélude n◦ 4—Frédéric Chopin; (4) La mort d’Ase. Peer Gynt-Edvard Grieg; (5) Adagio pour cordes-Samuel Barber; (6) Danse des heures-Amilcare Ponchielli; (7) Le Sacre du printemps-Igor Stravinsky; (8) Dans l’Antre du roi de la montage-Edvard Grieg; (9) Marche Slave-Piotr Ilitch Tchaïkovsky; (10) Danse Arabe-Piotr Ilitch Tchaïkovsky; (11) Danse chinoise-Piotr Ilitch Tchaïkovsky; (12) Le Carnaval des animaux-Camille Saint-Saëns; (13) Au matin-Edvard Grieg; (14) Bolero-Maurice Ravel; (15) Symphonie n 6—Ludwig van Beethoven	The ECS Cycle III spelling test (Evaluation of School Skills, Cycle of Advanced Studies developed by Khomsi, 1998)
Kim & Kim [73]	60	7 to 12	Elementary school	To determine the effects of a musical instrument performance program on emotional intelligence, anxiety, and aggression	Cross-sectional between subjects; experimental (nonequivalent control group pretest-posttest study)	Musical instrument performance program	Emotional intelligence, anxiety, and aggression	Not specified. A children’s song, sonata, or the flute part of an ensemble work for their level.	The Emotional Intelligence Scale, the Trait Anxiety Inventory, and the Aggression Scale
Schellenberg et al. [74]	84	8	Elementary school	To examine whether social benefits are accrued from more typical group music training, specifically an existing program that was designed with music pedagogy as its focus	Cross-sectional between subjects; experimental (controlled trial, non-randomized sample)	Attending public schools that incorporated this specialized program	Emotion comprehension, sympathy and prosocial skills	The repertoire includes arrangements of music taken from classical, jazz, traditional/folk, world, and popular genres	Peabody Picture Vocabulary Test, Test of Emotion Comprehension, and Child-Report Sympathy Scale
Teske et al. [75]	14	8 to 9	Elementary school	To determine the effects of positive mood induction through upbeat music and simulated laughter on creativity	Cross-sectional between subjects; experimental (controlled trial, non-randomized sample)	Listening to a couple of minutes of upbeat instrumental music	Positive mood and humor	Instrumental music with a lively beat	Ad hoc task
Venegas et al. [76]	67	8 to 13	Elementary school	To assess the emotional satisfaction of students while using a cross-disciplinary software that links music and maths	Case study	Use of AudioGraphics software	7 positive and 7 negative (unpaired) emotions	Not specified	Ad hoc instruments
Tricard et al. [77]	83	9 to 10	Elementary school	To examine the influence of inducing positive and negative emotional states on deductive reasoning performances	Cross-sectional between subjects; experimental (controlled trials, non-randomized sample)	To be exposed to video clips and music	Happines and sadness	Music of movies: (1) « Beach Day » of Blanket Barricade; (2) « Adagio for Strings » of Samuel Barber; (3) Background sounds of nature	Facial Action Coding System (Westermann et al., 1996)
Yun & Kim [78]	43	9 to 12	Elementary school	To verify whether the Orff Approach is a proper program to be used with potentially problematic children in order to increase their self-expression, self-efficacy, and social skills	Cross-sectional between subjects; experimental (controlled trial, non-randomized sample)	The Orff Approach method	Self-expression, self-efficacy, self-confidence, self-regulation efficacy and social skills,	Not specified	Self-expression measure (Byun and Kim, 1980); self-efficacy measure (Han, 2002); social skills measure (Mun, 2006)
Katagiri [79]	12	9 to 15	Out of school	To examine the effect of background music and song texts to teach emotional understanding to children with autism	Cross-sectional between groups; experimental (controlled trial, non-randomized sample, counterbalanced treatment)	Background music or singing song, both related to each studied emotion	(1) Type of emotion (happiness, sadness, anger, and fear), and (2) receptive or expressive skill of emotional understanding	Not specified (background music was improvised on the piano and recorded by four pianists skilled at improvisation. Musical cues were taken from Juslin (2000), in which each emotion was associated with a specified tempo, sound level, frequency spectrum, articulation (legato-staccato) and articulation variability. Music recordings representing the four emotions)	Emotional decoding and encoding tasks
Campayo et al. [80]	3	10	Out of school	To examine the relationship between intrapersonal skills and the musical performance of elementary students studying the piano in a Spanish conservatory	Action-research	curricula for the trird year of piano studies	Emotional awareness, regulation and autonomy	Not specified	Ad hoc semi-structured interviews, Teacher´s diary, Video-recordings, CE-360 Assessment protocol
Cook et al. [81]	65	10 to 11	Elementary school	This study evaluated the impact of music-based contact with autistic peers on the attitudes, emotions and behaviors of neurotypical children	Cross-sectional between subjects; experimental (controlled trial, non-randomized sample)	Music-based contact with autistic peers	Prosocial and sympathy	Not specified (They received 11 weekly singing classes − 35 min in length—that were specifically designed to help children develop their social skills, musical engagement and communication between singers)	Social Behaviour Questionnaire (Tremblay et al., 1991) modified; Child-Report Sympathy Scale (Eisenberg et al., 1996) modified; victim scale from the Bullying Prevalence Questionnaire (Rigby and Slee, 1993); bully scale from the Bullying Prevalence Questionnaire (Rigby and Slee, 1993); and ad hoc questionnaire
Lebaka [82]	8	10 to 11	Elementary school	To examine whether selected songs songs are relevant for enriching attitudes and cultural values of children	Descriptive	31 songs collected from Bapedi women. Techniques of playing brass and percussion instruments; singing and reading music; and improvisation	Self-confidence and prosocial	Traditional Pedi religious songs	Ad hoc instruments
Ho et al. [83]	101	10 to 12	Elementary school	To assess the effects of 12 weeks of school counselorled drumming on social-emotional in two fifth-grade intervention classrooms	Cross-sectional between subjects; experimental (controlled trial, non-randomized sample)	Participation in a 12 weeks of school-counselorled drumming program	Emotion management (anxiety, depression, withdrawn, somatic complaints, rule-breaking, etc.)	Not specified (A hybrid of activities used in contemporary drum circles)	Teacher’s Report Form (teacher version of the Child Behaviour Checklist)
Porta [84]	163	10 to 12	Elementary school	To discover the favorite audiovisuals of a sample of 11–12 year old children. To learn what meaning and sense music has for them.	Correlational	Audiovisuals with or without music	Emotional bond	Selection of 14 sequences from the children’s favorite audiovisuals: film; cartoons series; documentary	Ad hoc questionnaires
Kawakami & Katahira [85]	84	11.9	Elementary school	To investigate the emotional mechanisms that make people experience pleasant emotion when listening to sad music	Observational	Listening to two minor pieces considered sad by previous studies; Musical preference	Emotional state (among 50 emotions)	Granados’s Allegro de Concierto (G minor), and Glinka’s La Separation (F minor),	50 emotion-related descriptive words and phrases on a 1 to 5 scale (ad hoc); Interpersonal Reactivity Index for children (Hasegawa et al., 2009)
Su et al. [86]	62	11 to 12	Elementary school	To examine the effects of the Mozart piece K.448 on the learning anxiety, cognitive load, reading rates and reading comprehension of students for reading e-books	Cross-sectional within subjects; experimental (non-randomized sample)	Being exposed to background music (K.448)	Anxiety	Mozart’s piano concerto K.488	Ad hoc reading comprehension tests, leaning anxiety scales from two previous studies (Venkatesh, 2000; He, Chang & Liu, 2010), and a scale of cognitive load (Ouyang et al., 2010)