[Correction Notice: An Erratum for this article was reported online in Journal of Educational Psychology on Oct 17 2019 (see record 2019-62704-001). In the original article, Tables 2 and 4 contained typographical errors regarding the reporting of some sample sizes. In Table 2, for the Unadjusted Analyses section, the n for the “No participation in school music” group should read 75,616 for the Math 10 group, and 95,873 for the Science 10 group while the n for the “Participation in school music” group should read 13,772 for the Math 10 group, and 15,416 for the Science 10 group. In Table 4, for the Unadjusted Analyses section, the n for the “No participation in school music” group should read 75,616 for the Math 10 group, and 95,873 for the Science 10 group. All calculations were based on the correct sample sizes, the typographical error was isolated to n reported in the aforementioned instances in these two tables. All versions of this article have been corrected.] The present study employed population-level educational records from 4 public school student cohorts (n = 112,916; Grades 7–12) in British Columbia (Canada) to examine relationships between music education (any participation, type of participation, music achievement, and engagement level) and mathematics and science achievement in Grade 10 as well as English achievement in Grades 10 and 12, while controlling for language/cultural background, Grade 7 academic achievement, and neighborhood socioeconomic status. Music participation was related to higher scores on all 4 subjects and these relationships were stronger for instrumental music than vocal music (Cohen’s d range: .28 to .44 [small-medium effect sizes] and .05 to .13 [null-small effect sizes]). School music achievement positively related to scores on all subjects; such relationships were stronger for achievement in instrumental music compared with vocal music. Higher levels of music engagement (number of courses) was related to higher exam scores on all subjects; this pattern was more pronounced for very high engagement in instrumental music (d range: .37 to .55; medium effect sizes) compared with vocal music (d range: .11 to .26; small effect sizes). The effect sizes of these group differences are greater than the effect sizes corresponding to average annual gains of students’ academic achievement during high school—in other words, highly engaged instrumental music students were, on average, academically over 1 year ahead of their peers. The findings suggest that multiyear engagement in music, especially instrumental music, may benefit high school academic achievement. Findings and implications are discussed within the broader interdisciplinary literature on music learning. (PsycINFO Database Record (c) 2020 APA, all rights reserved)

中文翻译：

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对学校音乐参与与学业成绩之间关联的人群水平分析。

[更正通知：本文的勘误表已于 2019 年 10 月 17 日在线发表于《教育心理学杂志》（见记录 2019-62704-001）。在原始文章中，表 2 和表 4 包含有关某些样本量报告的印刷错误。在表 2 中，对于未经调整的分析部分，“不参加学校音乐”组的 n 应为数学 10 组的 75,616 和科学 10 组的 95,873，而“参与学校音乐”组的 n 应为数学 10 组应为 13,772，科学 10 组应为 15,416。在表 4 中，对于未调整分析部分，“不参加学校音乐”组的 n 应为数学 10 组的 75,616 和科学 10 组的 95,873。所有计算均基于正确的样本量，排字错误被隔离到这两个表中上述实例中报告的 n 个。本文的所有版本均已更正。] 本研究采用不列颠哥伦比亚省（加拿大）的 4 个公立学校学生群体（n = 112,916；7-12 年级）的人口水平教育记录来研究音乐教育（任何参与、参与类型、音乐成绩和参与水平）和 10 年级的数学和科学成绩以及 10 和 12 年级的英语成绩，同时控制语言/文化背景、7 年级学业成绩和社区社会经济地位。音乐参与与所有 4 个科目的更高分数有关，并且这些关系对于器乐比声乐更强（Cohen 的 d 范围：0.28 到 0.28）。44 [中小效果大小] 和 .05 到 0.13 [零小效果大小]）。学校音乐成绩与所有科目的成绩呈正相关；与声乐相比，这种关系在器乐方面的成就更强。较高的音乐参与度（课程数量）与所有科目的考试成绩较高有关；与声乐（d 范围：0.11 至 .26；小效果尺寸）相比，这种模式在器乐（d 范围：0.37 至 0.55；中等效果尺寸）中的参与度非常高时更为明显。这些群体差异的影响大小大于与学生在高中期间学业成绩的年平均增长相对应的影响大小——换句话说，高度敬业的器乐学生在学业上平均领先同龄人 1 年以上。研究结果表明，多年从事音乐，尤其是器乐，可能有益于高中的学业成绩。在关于音乐学习的更广泛的跨学科文献中讨论了发现和影响。（PsycINFO 数据库记录 (c) 2020 APA，保留所有权利）