Janurik Márta, Józsa Krisztián
Béla Bartók Faculty of Arts, University of Szeged, 6722 Szeged, Hungary.
Institute of Education, University of Szeged, 6722 Szeged, Hungary.
J Intell. 2022 Jun 29;10(3):36. doi: 10.3390/jintelligence10030036.
Numerous neurological, psychological, and transfer studies confirmed the role of learning music in cognitive development and education. However, exploring the long-term impacts of early musical abilities on academic achievement has gained relatively little attention thus far. In a seven-year longitudinal study, we examined the predictive role of musical abilities in future success in school. The sample consisted of 76 Hungarian students. The independent variables were mothers' education and the tests administered to Grade-1 students, which included Raven's Progressive Matrices and tests on word reading, mathematics, and musical abilities. The dependent variable was GPA in Grade 7. All tests demonstrated adequate reliability. In the regression model with the most significant predictive role, the independent variables explained 46% of GPA in Grade 7 when taken together. We established the long-term predictive role of musical abilities in later success in school. Rhythm perception and reproduction demonstrated the most significant explanatory power (11%) of variance for GPA. Mathematics and mothers' education each explained 10% of the variance. The findings shed light on the positive impacts that early musical training may play in later academic achievement, even in the long run.
众多神经学、心理学和迁移研究证实了学习音乐在认知发展和教育中的作用。然而，迄今为止，探索早期音乐能力对学业成绩的长期影响相对较少受到关注。在一项为期七年的纵向研究中，我们考察了音乐能力对未来学业成功的预测作用。样本包括76名匈牙利学生。自变量包括母亲的教育程度以及对一年级学生进行的测试，这些测试包括瑞文标准推理测验以及单词阅读、数学和音乐能力测试。因变量是七年级的平均绩点（GPA）。所有测试都显示出足够的可靠性。在具有最显著预测作用的回归模型中，自变量共同解释了七年级GPA的46%。我们确立了音乐能力对后期学业成功的长期预测作用。节奏感知和再现对GPA方差的解释力最为显著（11%）。数学和母亲的教育程度各自解释了10%的方差。这些发现揭示了早期音乐训练可能对后期学业成绩产生的积极影响，即使从长远来看也是如此。
