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Autor/inShaw, Brian P.
TitelA National Analysis of Music Coursetaking, Social-Emotional Learning, and Academic Achievement Using Propensity Scores
QuelleIn: Journal of Research in Music Education, 69 (2022) 4, S.382-401 (20 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Shaw, Brian P.)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0022-4294
DOI10.1177/00224294211006415
SchlagwörterMusic Education; National Surveys; Social Emotional Learning; Academic Achievement; High School Students; Student Participation; Longitudinal Studies; Singing; Musical Instruments; Scores; College Entrance Examinations; Self Efficacy; High School Longitudinal Study of 2009 (NCES)
AbstractThe purpose of this study was to examine the association between curricular high school music participation, academic achievement, and social-emotional learning. The analysis involved a "doubly robust" approach combining propensity score weighting and nested multiple regression using data from the nationally representative High School Longitudinal Study of 2009. Results of the study were mixed. Preliminary tests revealed many significant differences between the choral and instrumental students and the control group, but the propensity score weighting moderated almost all of these effects to nonsignificance. The only unambiguously positive finding was that instrumental music students had higher reading scores than comparable students who did not enroll in music. Yet, subpopulation effects emerged for certain categories of music students based on factors such as race, sex, and prior school achievement. Although the lack of widespread main effects in this study coheres with prior research, the results for certain subpopulations suggest intriguing future directions for research on potential extramusical benefits of music education. (As Provided).
AnmerkungenSAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/4/11
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