{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,31]],"date-time":"2026-07-31T04:59:23Z","timestamp":1785473963987,"version":"3.56.0"},"reference-count":39,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,7,31]],"date-time":"2026-07-31T00:00:00Z","timestamp":1785456000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:sec>\n                    <jats:title>Introduction<\/jats:title>\n                    <jats:p>Music and other creative activities are often recommended as affordable ways to support adolescent development, yet large-scale evidence on the psychological correlates linking such engagement to learning and wellbeing remains limited, especially in high-achieving East Asian systems. Using PISA 2018 data from the four Chinese economies of Beijing, Shanghai, Jiangsu and Zhejiang (B-S-J-Z), this study examines whether self-regulation and school climate statistically account for the associations between two engagement indicators and two outcomes. The engagement indicators are school-reported creative and musical provision (e.g., whether the school offers a band, orchestra or choir) and the availability of musical and cultural resources at home (musical instruments; books on art, music or design); both index opportunity and exposure rather than measured participation. Outcomes are academic achievement and subjective wellbeing.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>The analytic sample comprised 12,058 15-year-old students in 361 schools (weighted population \u2248 992,302). A structural equation model with latent mediators and outcomes was estimated via full-information maximum likelihood, complemented by a weighted, plausible-value-pooled regression-based mediation analysis with bias-corrected bootstrap confidence intervals, a school-clustered bootstrap accounting for the nested design, and a gradient-boosting model for triangulation. Given the cross-sectional data, results are reported as associations, not causal effects.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>School-reported provision was associated with achievement directly, with no statistical mediation by self-regulation or school climate. Home musical and cultural resources were associated with both outcomes indirectly\u2014through self-regulation and, to a smaller degree, school climate\u2014and for wellbeing the indirect association exceeded the direct one. Self-regulation was the strongest correlate of wellbeing across all methods, though this association is inflated by conceptual overlap with wellbeing and is interpreted with caution.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Discussion<\/jats:title>\n                    <jats:p>Musical and creative engagement is associated with adolescent outcomes through different statistical routes depending on where the engagement is situated, and self-regulatory capacity and supportive school relationships are central correlates of wellbeing. Findings are specific to B-S-J-Z and are not generalised to China as a whole. Implications for curriculum policy, measurement and future longitudinal research are discussed.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/fpsyg.2026.1900830","type":"journal-article","created":{"date-parts":[[2026,7,31]],"date-time":"2026-07-31T04:25:21Z","timestamp":1785471921000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["School-based music and extracurricular engagement as pathways to adolescent learning and wellbeing: mediating roles of self-regulation and school climate"],"prefix":"10.3389","volume":"17","author":[{"given":"Wenjun","family":"Tian","sequence":"first","affiliation":[{"name":"College of Music, Ewha Womans University","place":["Seoul, Republic of Korea"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Tianyi","family":"Qiao","sequence":"additional","affiliation":[{"name":"Faculty of Sports, Belarusian National Technical University","place":["Minsk, Belarus"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,7,31]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","first-page":"e0326121","DOI":"10.1371\/journal.pone.0326121","article-title":"Educational improvement through machine learning: strategic models for better PISA scores","volume":"20","author":"Alkan","year":"2025","journal-title":"PLoS One"},{"key":"ref2","doi-asserted-by":"publisher","first-page":"21582440241227271","DOI":"10.1177\/21582440241227271","article-title":"Analyzing the contribution of school climate to academic achievement using structural equation modeling","volume":"14","author":"Amsalu","year":"2024","journal-title":"SAGE Open"},{"key":"ref3","first-page":"241","volume-title":"Handbook of Theory and Research for the Sociology of Education","author":"Bourdieu","year":"1986"},{"key":"ref4","doi-asserted-by":"crossref","DOI":"10.4159\/9780674028845","volume-title":"The Ecology of Human Development: Experiments by Nature and Design","author":"Bronfenbrenner","year":"1979"},{"key":"ref5","doi-asserted-by":"publisher","first-page":"1659927","DOI":"10.3389\/fpsyg.2025.1659927","article-title":"Boosting executive function in children aged 3 to 12 through musical training: a three-level meta-analysis","volume":"16","author":"Cai","year":"2025","journal-title":"Front. 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