Multilevel Models of the Relationship Between Music Achievement and Reading and Math Achievement
Datos Bibliográficos
| ID | 10199656 |
|---|---|
| Autores | Martin J Bergee (0000-0002-7098-1911, University of Kansas, Lawrence, KS, USA, autor de correspondencia), Kevin M Weingarten (0000-0002-5346-4760, University of Washington, Seattle, WA, USA) |
| Año | 2020 |
| Volumen | 68 |
| Número | 4 |
| Páginas | 398-418 |
| Fecha de publicación | 2020-08-05 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Journal of Research in Music Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0022-4294 • E-ISSN: 1945-0095 |
| Editorial | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/0022429420941432 |
| OpenAlex | W3047265028 |
| Idioma | EN |
| Citas recibidas | 6 |
| Referencias citadas | 41 |
We used multilevel mixed modeling to test the extent to which students’ music achievement scores were related to their reading and math achievement scores. Of the four levels examined (individual students, classrooms, schools, and districts), only individuals and districts accounted for a significant portion of the total variance in achievement scores. We studied several background variables potentially affecting academic achievement among individuals: grade level, gender, educational attainment of parents/guardians, free/reduced-price lunch, ethnicity, and urbanicity. We also incorporated district-level variables of sex, ethnicity, parent/guardian education level, and free/reduced-price lunch along with principal component scores for four district-level latent variables—district achievement, district behavior, available funds, and local revenue. Fourth through eighth graders ( N = 1,081) from seven midwestern school districts participated in the study. Students sat for a representative portion of the first two of the Music Achievement Tests (MAT-1 and MAT-2). We developed separate models for reading and math achievement. No significant differences were found among the districts’ intercepts or slopes. With the aforementioned variables controlled for, both MAT-1 and MAT-2 (controlling for one another as well) demonstrated a strong relationship with reading and math achievement ( ps < .0001)
Academic achievement · Achievement test · Developmental psychology · Ethnic group · Grade level · Mathematics education · Multilevel model · Reading (process · Standardized test · Statistics · Test (biology · Diverse Music Education Insights · Early Childhood Education and Development · Mathematics · Neuroscience and Music Perception · Psychology
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| Obras citantes distintas | 6 |
|---|---|
| Citas por año | 1,2 |
| Intervalo de citas | 2021 - 2024 (4) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 5 |