Abstract
Although music training has been related to better school performance, the processes that may mediate this improvement are unknown. Given that study habits and techniques are one of the variables most closely related to academic achievement, the present study analyzed the differences in study habits and techniques between children with and without musical training, checking whether the age at which training began is a significant variable and whether study habits and techniques act as a mediator between musical training and academic achievement. A total of 132 children aged 9–12 years from the Autonomous Community of the Basque Country were studied using the Questionnaire of Habits and Study Techniques and school grades. Significant differences were found in the attitude toward study, exams and exercises; personal and environmental conditions for study; and general study habits and techniques in favor of children with musical training. In addition, children who started training before the age of seven showed better results in study habits and techniques. In turn, study habits and techniques significantly mediated the relationship between music training and academic achievement. Therefore, music training, especially before the age of seven, seems to have a beneficial effect on academic achievement, which could be explained, at least in part, by study habits and techniques.
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Katya Martin-Requejo
Current themes of research:
Neuroeducation. Psychology of education. Cognitive assessment. Music training.
Relevant publications in the field of Psychology of Education:
Martin-Requejo, K., González-Andrade, A., Álvarez-Bardón, A., & Santiago-Ramajo, S. (2023). Involvement of executive functions, emotional intelligence, and study habits in mathematical problem-solving and calculation in elementary school. Revista de Psicodidáctica. Article in press.
Martín-Requejo, M. & Santiago-Ramajo, S. (2022). Últimos avances científicos de los efectos neuropsicológicos de la educación musical. ArtsEduca, 31, 275-286. https://doi.org/10.6035/artseduca.5976.
Martin-Requejo, K., & Santiago-Ramajo, S. (2021). Predicting academic skills in 9-year-olds: intelligence quotient, executive functions, and emotional intelligence. Electronic Journal of Research in Educational Psychology, 19(55), 533-582. https://doi.org/10.25115/ejrep.v19i55.4546.
Martin‐Requejo, K., & Santiago‐Ramajo, S. (2021). Reduced Emotional Intelligence in Children Aged 9–10 caused by the COVID‐19 Pandemic Lockdown. Mind, Brain, and Education, 15(4), 269-272. https://doi.org/10.1111/mbe.12297.
Alejandro González-Andrade
Current themes of research:
Clinical neuropsychology. Neuroeducation. Cognitive assessment. Executive function.
Relevant publications in the field of Psychology of Education:
Martin-Requejo, K., González-Andrade, A., Álvarez-Bardón, A., & Santiago-Ramajo, S. (2023). Involvement of executive functions, emotional intelligence, and study habits in mathematical problem-solving and calculation in elementary school. Revista de Psicodidáctica. Article in press.
Quilez-Robres, A., González-Andrade, A., Ortega, Z., & Santiago-Ramajo, S. (2021). Intelligence quotient, short-term memory and study habits as academic achievement predictors of elementary school: A follow-up study. Studies in Educational Evaluation, 70, 101020.
Aitor Álvarez-Bardón
Current themes of research:
Neuroeducation. Cyberbullying. Health-related quality of life.
Relevant publications in the field of Psychology of Education:
Martin-Requejo, K., González-Andrade, A., Álvarez-Bardón, A., & Santiago-Ramajo, S. (2023). Involvement of executive functions, emotional intelligence, and study habits in mathematical problem-solving and calculation in elementary school. Revista de Psicodidáctica. Article in press.
González-Cabrera, J., Machimbarrena, J. M., Ortega-Barón, J., & Álvarez-Bardón, A. (2020). Joint association of bullying and cyberbullying in health-related quality of life in a sample of adolescents. Quality of life research, 29, 941-952. https://doi.org/10.1007/s11136-019-02353-z.
Machimbarrena, J. M., Álvarez-Bardón, A., León-Mejía, A., Gutiérrez-Ortega, M., Casadiego-Cabrales, A., & González-Cabrera, J. (2019). Loneliness and personality profiles involved in bullying victimization and aggressive behavior. School mental health, 11, 807-818. https://doi.org/10.1007/s12310-019-09328-y.
González-Cabrera, J., León-Mejía, A., Beranuy, M., Gutiérrez-Ortega, M., Álvarez-Bardón, A., & Machimbarrena, J. M. (2018). Relationship between cyberbullying and health-related quality of life in a sample of children and adolescents. Quality of life research, 27, 2609-2618. https://doi.org/10.1007/s11136-018-1901-9.
Sandra Santiago-Ramajo
Current themes of research:
Clinical neuropsychology. Neuroeducation. Addictions. Mild cognitive impairment.
Relevant publications in the field of Psychology of Education:
Martin-Requejo, K. González-Andrade, A., Álvarez-Bardón, A., & Santiago-Ramajo, S. (2023). Involvement of executive functions, emotional intelligence, and study habits in mathematical problem-solving and calculation in elementary school. Revista de Psicodidáctica. Article in press.
Sepúlveda-Durán, C.M., Martín-Lobo, P., & Santiago-Ramajo, S. (2023). Impact of musical training in specialized centres on learning strategies, auditory discrimination and working memory in adolescents. British Journal of Music Education, 1-14. https://doi.org/10.1017/S0265051723000190.
Martín-Requejo, M. & Santiago-Ramajo, S. (2022). Últimos avances científicos de los efectos neuropsicológicos de la educación musical. ArtsEduca, 31, 275-286. https://doi.org/10.6035/artseduca.5976.
Martin-Requejo, K., & Santiago-Ramajo, S. (2021). Predicting academic skills in 9-year-olds: intelligence quotient, executive functions, and emotional intelligence. Electronic Journal of Research in Educational Psychology, 19(55), 533-582. https://doi.org/10.25115/ejrep.v19i55.4546.
Martin‐Requejo, K., & Santiago‐Ramajo, S. (2021). Reduced Emotional Intelligence in Children Aged 9–10 caused by the COVID‐19 Pandemic Lockdown. Mind, Brain, and Education, 15(4), 269-272. https://doi.org/10.1111/mbe.12297.
Quilez-Robres, A., González-Andrade, A., Ortega, Z., & Santiago-Ramajo, S. (2021). Intelligence quotient, short-term memory and study habits as academic achievement predictors of elementary school: A follow-up study. Studies in Educational Evaluation, 70, 101020. https://doi.org/10.1016/j.stueduc.2021.101020.
Cid-Sillero, S., Santiago-Ramojo, S., & Martín-Lobo, M. P. (2018). Relation between executive functions and empathy and their influence on academic performance in students of basic vocational training. Electronical Journal of Research in Educational Psychology, 16(2), 517-536.
Campeño‐Martínez, Y., Santiago‐Ramajo, S., Navarro‐Asencio, E., Vergara‐Moragues, E., & Santiuste Bermejo, V. (2017). Efficacy of an Intervention Program for Attention and Reflexivity in Children with Attention Deficit Hyperactivity Disorder. Mind, Brain, and Education, 11(2), 64-74. https://doi.org/10.1111/mbe.12136.
Impact statement
The present study shows the role that music training can play in children’s academic development, especially if the training begins before the age of 7. Furthermore, it finds that part of the benefits of music training on academic achievement are mediated by improvements in study habits and techniques.
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Martin-Requejo, K., González-Andrade, A., Álvarez-Bardón, A. et al. Mediation of study habits and techniques between music training and academic achievement in children. Eur J Psychol Educ (2024). https://doi.org/10.1007/s10212-023-00792-4
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DOI: https://doi.org/10.1007/s10212-023-00792-4