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Investigating the importance of self-theories of intelligence and musicality for students' academic and musical achievement.

ABSTRACT: Musical abilities and active engagement with music have been shown to be positively associated with many cognitive abilities as well as social skills and academic performance in secondary school students. While there is evidence from intervention studies that musical training can be a cause of these positive relationships, recent findings in the literature have suggested that other factors, such as genetics, family background or personality traits, might also be contributing factors. In addition, there is mounting evidence that self-concepts and beliefs can affect academic performance independently of intellectual ability. Students who believe that intelligence is malleable are more likely to attribute poor academic performances to effort rather than ability, and are more likely to take remedial action to improve their performance. However, it is currently not known whether student's beliefs about the nature of musical talent also influence the development of musical abilities in a similar fashion. Therefore, this study introduces a short self-report measure termed "Musical Self-Theories and Goals," closely modeled on validated measures for self-theories in academic scenarios. Using this measure the study investigates whether musical self-theories are related to students' musical development as indexed by their concurrent musical activities and their performance on a battery of listening tests. We use data from a cross-sectional sample of 313 secondary school students to construct a network model describing the relationships between self-theories and academic as well as musical outcome measures, while also assessing potential effects of intelligence and the Big Five personality dimensions. Results from the network model indicate that self-theories of intelligence and musicality are closely related. In addition, both kinds of self-theories are connected to the students' academic achievement through the personality dimension conscientiousness and academic effort. Finally, applying the do-calculus method to the network model we estimate that the size of the assumed causal effects between musical self-theories and academic achievement lie between 0.07 and 0.15 standard deviations.

SUBMITTER: Mullensiefen D

PROVIDER: S-EPMC4633492 | biostudies-literature | 2015

REPOSITORIES: biostudies-literature

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Investigating the importance of self-theories of intelligence and musicality for students' academic and musical achievement.

Müllensiefen Daniel D Harrison Peter P Caprini Francesco F Fancourt Amy A

Frontiers in psychology 20151105

Musical abilities and active engagement with music have been shown to be positively associated with many cognitive abilities as well as social skills and academic performance in secondary school students. While there is evidence from intervention studies that musical training can be a cause of these positive relationships, recent findings in the literature have suggested that other factors, such as genetics, family background or personality traits, might also be contributing factors. In addition ...[more]

PMID: 26594189

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Project description:The analysis of disciplined behaviors and academic performance in a school context has become one of the main concerns within the educational community. Physical Education is highlighted as a key subject to analyze students' behavior. Researchers and Physical Education teachers are interested on the motivational processes that predict positive student outcomes in order to support them. Thus, the main purpose was to determine a predictive model of disciplined behaviors and academic performance in Physical Education students. The Achievement Goal Theory and Self-Determination Theory acted as the theoretical framework. A total of 919 Spanish secondary school students participated in the study. The studied variables were task-oriented motivational climate, basic psychological needs, autonomous motivation, disciplined behavior, and academic performance. Data collection included Spanish validated questionnaires. The Mplus statistical program was used to perform a structural equation model of prediction. It included antecedents (task-oriented climate), motivational processes (basic psychological needs and autonomous motivation), and consequences (disciplined behavior, Physical Education and overall students' performance). The results revealed that positive outcomes (discipline and academic performance in Physical Education) were positively predicted by autonomous motivation; autonomous motivation was positively predicted by basic psychological needs and these, in addition, by the task-oriented climate. The results highlighted the importance of the task-oriented motivational climate and the mediating role of the basic psychological needs and autonomous motivation in order to generate these positive student outcomes in Physical Education. This study could be a useful resource for teachers, since it offers the motivational variables that lead students to achieve disciplined behaviors and academic performance in Physical Education. Intervention programs based on the results of the present study could be applied in Physical Education classes in order to obtain better behavioral as well as cognitive positive student outcomes.

Project description:A review of the scientific literature shows that many studies have analyzed the relationship between academic achievement and different psychological constructs, such as self-concept, personality, and emotional intelligence. The present work has two main objectives. First, to analyze the academic achievement, as well as the self-concept, personality and emotional intelligence, according to gender and cultural origin of the participants (European vs. Amazigh). Secondly, to identify what dimensions of self-concept, personality and emotional intelligence predict academic achievement. For this, a final sample consisting of 407 students enrolled in the last 2 years of Primary Education were utilized for the study. By gender, 192 were boys (47.2%) and 215 girls (52.8%), with an average age of 10.74 years old. By cultural group, 142 were of European origin (34.9%) and 265 of Amazigh origin (65.1%). The academic achievements were evaluated from the grades obtained in three school subjects: Natural Sciences, Spanish Language and Literature, and Mathematics, and the instruments used for data collection of the psychological constructs analyzed were the Self-Concept Test-Form 5, the Short-Form Big Five Questionnaire for Children, and the BarOn Emotional Quotient Inventory: Youth Version-Short. Based on the objectives set, first, the grades in the subject of Spanish Language and Literature varied depending on the gender of the students. Likewise, differences were found in self-concept, personality, and emotional intelligence according to gender. Also, the physical self-concept varied according to the cultural group. Regarding the second objective, in the predictive analysis for each of the subjects of the curriculum of Primary Education, the academic self-concept showed a greater predictive value. However, so did other dimensions of self-concept, personality and emotional intelligence. The need to carry out a comprehensive education in schools that addresses the promotion of not only academic but also personal and social competences is discussed. Also, that the study of the variables that affect gender differences must be deepened.

Project description:BackgroundEmergency clerkships expose students to a stressful environment that require multiple tasks, which may have a direct impact on cognitive load and motivation for learning. To address this challenge, Cognitive Load Theory and Self Determination Theory provided the conceptual frameworks to the development of a Moodle-based online Emergency Medicine course, inspired by real clinical cases.MethodsThree consecutive classes (2013-2015) of sixth-year medical students (n = 304) participated in the course, during a curricular and essentially practical emergency rotation. "Virtual Rounds" provided weekly virtual patients in narrative format and meaningful schemata to chief complaints, in order to simulate real rounds at Emergency Unit. Additional activities such as Extreme Decisions, Emergency Quiz and Electrocardiographic challenge offered different views of emergency care. Authors assessed student´s participation and its correlation with their academic performance. A survey evaluated students´ opinions. Students graduating in 2015 answered an online questionnaire to investigate cognitive load and motivation.ResultsEach student produced 1965 pageviews and spent 72 hours logged on. Although Clinical Emergency rotation has two months long, students accessed the online course during an average of 5.3 months. Virtual Rounds was the most accessed activity, and there was positive correlations between the number of hours logged on the platform and final grades on Emergency Medicine. Over 90% of students felt an improvement in their clinical reasoning and considered themselves better prepared for rendering Emergency care. Considering a Likert scale from 1 (minimum load) to 7 (maximum load), the scores for total cognitive load were 4.79±2.2 for Virtual Rounds and 5.56±1.96 for real medical rounds(p<0,01).ConclusionsA real-world inspired online course, based on cognitive and motivational conceptual frameworks, seems to be a strong tool to engage students in learning. It may support them to manage the cognitive challenges involved in clinical care and increase their motivation for learning.

Dataset Information

Investigating the importance of self-theories of intelligence and musicality for students' academic and musical achievement.

Publications

Investigating the importance of self-theories of intelligence and musicality for students' academic and musical achievement.

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