{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,7]],"date-time":"2026-10-07T06:49:36Z","timestamp":1791355776500,"version":"4.3.1"},"reference-count":54,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,10,7]],"date-time":"2026-10-07T00:00:00Z","timestamp":1791331200000},"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>Background<\/jats:title>\n                    <jats:p>In education systems where curriculum time is limited and core academic subjects are strongly prioritized, a key question is whether music participation merely entails opportunity costs in instructional time or is also associated with learning and psychological resources that can be mobilized across disciplinary contexts.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Objective<\/jats:title>\n                    <jats:p>This study examined whether school-based music participation is associated with domain-general learning engagement and adolescent learning development in a core academic subject; given mathematics\u2019 cognitive demands and salient evaluative and emotional processes, mathematics was selected as a representative domain.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>\n                      Using the Korean PISA 2022 sample (\n                      <jats:italic>N<\/jats:italic>\n                      \u202f=\u202f6,454; 5,914 with valid music-participation data), survey-weighted models incorporated replicate weights and mathematics plausible values and tested indirect and conditional pathways involving mathematics self-efficacy, anxiety, teacher support, disciplinary climate, and achievement.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      More frequent school-based music participation was positively associated with all eight engagement indicators in the primary analyses (\n                      <jats:italic>\u03b2<\/jats:italic>\n                      \u202f=\u202f0.034\u20130.083). Domain-general engagement was indirectly associated with mathematics achievement primarily through mathematics self-efficacy (\n                      <jats:italic>B<\/jats:italic>\n                      \u202f=\u202f0.498,\n                      <jats:italic>p<\/jats:italic>\n                      \u202f&amp;lt;\u202f0.001), whereas the overall mathematics-anxiety pathway was nonsignificant. Exploratory analyses suggested that MATHPERS may serve as a behavioral bridge. Teacher-support moderation was concentrated in mathematics anxiety, but neither classroom condition altered the overall cross-domain indirect association.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>School-based music participation was associated with multidimensional resources relevant to adolescent learning development, supporting a resource-formation and domain-specific recontextualization account and suggesting that music education should be evaluated not only by direct achievement transfer but also by its broader contribution to learning resources across subjects.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/fpsyg.2026.1975580","type":"journal-article","created":{"date-parts":[[2026,10,7]],"date-time":"2026-10-07T05:50:30Z","timestamp":1791352230000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Crossing classroom boundaries: school-based music participation and cross-domain learning development in adolescence"],"prefix":"10.3389","volume":"17","author":[{"given":"Xiaoyu","family":"Peng","sequence":"first","affiliation":[{"name":"The Graduate School Arts and Culture, Sangmyung University","place":["Seoul, Republic of Korea"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Xin","family":"Shan","sequence":"additional","affiliation":[{"name":"The Graduate School Arts and Culture, Sangmyung University","place":["Seoul, Republic of Korea"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Mengqi","family":"Zhang","sequence":"additional","affiliation":[{"name":"The Graduate School & Education, Sangmyung University","place":["Seoul, Republic of Korea"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Huasen","family":"Zhang","sequence":"additional","affiliation":[{"name":"The Graduate School Arts and Culture, Sangmyung University","place":["Seoul, Republic of Korea"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Kangrui","family":"Sun","sequence":"additional","affiliation":[{"name":"The Graduate School Arts and Culture, Sangmyung University","place":["Seoul, Republic of Korea"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,10,7]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","first-page":"149","DOI":"10.1007\/s12310-023-09626-6","article-title":"Adolescent school belonging and mental health outcomes in young adulthood: findings from a multi-wave prospective cohort study","volume":"16","author":"Allen","year":"2024","journal-title":"Sch. 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