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 re

SUBMITTER: Mullensiefen D 

PROVIDER: S-EPMC4633492 | biostudies-literature | 2015

REPOSITORIES: biostudies-literature