Frontiers in psychology
Crossing classroom boundaries: school-based music participation and cross-domain learning development in adolescence
By Peng X, Shan X, Zhang M and 2 others.
Abstract
Background
In education systems where curriculum time is limited and core academic subjects are strongly prioritized, a key question is whether music participation merely entails opportunity costs in instructional time or is also associated with learning and psychological resources that can be mobilized across disciplinary contexts.
Objective
This study examined whether school-based music participation is associated with domain-general learning engagement and adolescent learning development in a core academic subject; given mathematics' cognitive demands and salient evaluative and emotional processes, mathematics was selected as a representative domain.