In this study, 652 students in the first to fourth year of a university in M province were taken as research subjects, and the self-identity scale was first used to measure the current status of self-identity of college students. On this basis, two parallel classes of senior year students with low sense of identity were selected as research subjects and divided into experimental group and control group, respectively, and the effectiveness of music aesthetic intervention based on music aesthetics on college students’ sense of self-identity was investigated through the method of multivariate linear regression. The Pearson’s correlation coefficient algorithm was used to assess the degree of association between the two fixed-distance variables of music aesthetic education and college students’ self-identity. The results show that there are significant differences in the self-identity level of college students by gender and grade, and the self-identity of female students is higher than that of male students; the self-identity of college students does not differ significantly by major; the intervention of music and aesthetic education can significantly improve the self-identity level of college students, especially the self-value and self-motivation identities, which are significantly higher than the original ones by 28.59% and 23.41% respectively.
