The relationship between extracurricular music activity participation and music and Chinese language academic achievements of primary school students in China

Abstract

In this study, we explored the relationship between extracurricular (formal and informal) music activity participation and music and Chinese language academic achievements of primary school students in China. Fourth graders (N = 10,958) reported their demographic information and extracurricular music activity participation, and completed two standardized academic achievement tests, one on music and another on the Chinese language. Results showed that students’ music activity participation was related to higher music academic achievement after controlling for gender, school location, and family socioeconomic status. The effect of students’ informal music activity participation on their music academic achievements was greater than that of students’ formal music activity participation. Remarkably, students’ informal music activity participation was also positively related to their Chinese language academic achievement, while formal music activity participation showed a negative correlation with academic achievement in Chinese language. Findings contributed to an increased understanding of the influence of different kinds of extracurricular music activities on students’ academic developments.

Keywords

formal and informal extracurricular activities family SES rural and urban school location gender spontaneous music learning

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