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- Specialized artistic education in music : what is the influence on academic achievement, controlling for socioeconomic status and intelligence?Publication . Mónico, Lisete dos Santos Mendes; dos Santos-Luiz, CarlosThe relationship between learning music and academic achievement has been discussed in numerous contexts. According to the literature, students involved in learning music obtain higher results in several school subjects. This study intends to examine the influence of musical training on the academic performance of pupils in schools providing specialized artistic education, controlling for socioeconomic status and intelligence. We analyzed the composite academic achievement score and the average marks in nine school subjects in the 7th grade. The sample is composed of 62 pupils who were enrolled in Specialized artistic education in music and 50 pupils following General basic education, in schools in Portugal. Results indicated higher academic achievement in students following Specialized artistic education in music regarding seven of nine school subjects: Portuguese, English, History, Natural Sciences, Physics and Chemistry, Geography, and Visual Arts, but not in Mathematics or Sports. Musical training predicts significantly academic achievement when socioeconomic status and intelligence remain constant. Our results were discussed as contributions to corroboration of the thesis that musical training is associated with higher academic proficiency. It is therefore hoped this study may draw attention to the evidence that participation in music can improve performance in various school subjects.
- Musical learning and cognitive performancePublication . dos Santos-Luiz, Carlos; Coimbra, Daniela; Silva, Carlos Fernandes daAccording to literature, there are broad associations between music and cognitive abilities, which apparently result from the frequency of music lessons. The aim of the present work was to test these associations between a group of music students and a control group of students with no music education, thereby contributing toward understanding the link between music learning, intelligence, and academic achievement. The Battery of Reasoning Tests (BPR/7-9), collated for the Portuguese population, as well as the academic classifications of two groups of students, provided the basis for this study’s quantitative analysis. The sample population comprised students who frequented Year 7 of the basic music course in specialist music education and of the basic course in mainstream education (no music lessons). Compared with the students in the control group, those in the groups which included formal music education showed increases in their general capacity of reasoning (g factor) and in tasks of spatial and numerical reasoning. Equally, there were increases in academic achievement. The results suggest that the duration of exposure to music lessons is associated with an increased intelligence and increased academic achievement.
- The effects of music tuition on academic achievement in portuguese 8th year studentsPublication . dos Santos-Luiz, Carlos; Coimbra, Daniela; Andrade, CláudiaThe positive association between music lessons and academic achievement is well documented in the literature. Students who learn music show better academic achievements than those who are not involved in musical activities. However, this is a multifaceted association that can only be explained if several dimensions are taken into account, such as socioeconomic status (SES) or general intelligence (g). Significant differences in academic achievement were found between 8th year students who studied music (n=60) and those who did not (n=50) in five out of seven subjects analysed: natural sciences, physics and chemistry, Portuguese language, history, and geography. In addition, a multiple linear regression analysis was conducted in order to assess the role played by other potential dimensions (SES and general intelligence) in academic achievement. After including SES in the analysis, the results indicated that music tuition still contributed significantly to the given variance in academic achievement. However, in combination with all the factors (music tuition, SES, and general intelligence), music learning lost its statistical significance. Moreover, contrary to the majority of studies, one noteworthy finding was that SES had no significant impact on academic achievement. In conclusion, the results suggest that musical tuition does have a positive relationship to academic achievement.