Cognitive transfer effects of music lessons on several cognitive abilities such as IQ (Schellenberg, 2004) or language skills (Moreno et al., 2009) have been reported. Beyond that, also conative transfer effects (i.e., motivational aspects like perseverance) of music lessons have been revealed. One such conative transfer has been found for academic self-concept (Degé, Wehrum, Stark, & Schwarzer, 2014). Self-concept describes the evaluations a person holds about him/herself. However, this study was correlational. Hence, it remains unclear whether music lessons influence academic self-concept or whether academic self-concept influences the likelihood of taking music lessons. To sort out the matter of causality, we investigated the influence of an extended music curriculum (EMC) at school on academic self-concept longitudinally. We compared the academic self-concept of children between 9 and 11 years of age before they started the EMC and after a year of EMC and compared it to the academic self-concept of children not attending EMC. We tested 30 children (11 male). Thirteen of them participated in the EMC and 17 did not participate. We measured academic self-concept and confounding variables such as gender, age, socioeconomic status, organized nonmusical out-of-school activities, IQ, musical aptitude, and motivation. Children with and without EMC did not differ in confounding variables except for nonmusical out-of-school activities. Hence, the amount of nonmusical out-of-school activities was controlled in further analyses. We found an influence of EMC on academic self-concept. Children attending EMC reported significantly higher academic self-concepts after a year of participation than children not attending EMC.
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