ArticleHeliyon2024
The effect of music training on students' mathematics and physics development at middle schools in China: A longitudinal study.
Article in Heliyon, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
1 citing paper in PubMed, 0 citations in OpenAlex.
- Educational Trajectories and Academic Achievement from Primary to Secondary Education: A Systematic Review of Individual, Family, School, and Contextual Factors.Behavioral sciences (Basel, Switzerland) · 2026Review
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Authors and funding
2 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
As a descriptive-inferential study, this research aimed at revealing the relationship between music training and academic development with the Chinese middle school students' academic performance of mathematics and physics skills. The participants of this study consisted of the students from two different middle schools located at two cities in Shandong province, China. From each school 250 students were selected, and the statistics was used to analyze both the academic performance of the students and the data obtained from the scale designed by the authors. The research results show that the non-music students outperformed music students on both mathematics and physics development. In addition, music training did not contribute to the academic achievement independently but rather integrated with several factors like parents' education and out-of-school engagement. The findings suggest the positive influence on non-musical cognitive learning, and it has potential implications for the Chinese middle school education.
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Registered trials
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