Previous work suggests that musical training can enhance acculturation processes. This study examined this assumption among third-graders with migrant backgrounds within a longitudinal framework. A total of 54 children (31 females; 23 males; mean age: 8.85 years) were assigned to one of three groups in a quasi-randomized procedure: (a) music training (singing or instrumental), (b) game-based mathematical training (board and card games), and (c) controls (do-nothing). We assumed that the music children showed increases in host culture orientation, perceived school integration, and in their individual self-concept in comparison to their peers with alternative or without additional training. Music children received weekly 45 min sessions over a period of 10 months. Data were collected at baseline, after one school year, and at a follow-up about six months after intervention. Results showed no advantages for music children across dependent measures. Increases of perceived school integration and self-concept were significant across groups. In sum, our results failed to replicate the main findings from previous studies. They suggest that weekly musical training over a period of 10 months might not be sufficient to improve the acculturation process or to enhance the self-concept of primary school children with a migration background.

以前的工作表明，音乐训练可以增强文化适应过程。本研究在纵向框架内检验了具有移民背景的三年级学生的这一假设。共有 54 名儿童（31 名女性；23 名男性；平均年龄：8.85 岁）以准随机程序分配到三组之一：（a）音乐训练（歌唱或器乐），（b）基于游戏的数学培训（棋盘游戏）和（c）控制（无所事事）。我们假设，与接受过其他培训或没有接受过额外培训的同龄人相比，音乐儿童在寄宿文化取向、对学校融合的感知以及个人自我概念方面表现出增加。音乐儿童在 10 个月内每周接受 45 分钟的课程。数据是在基线时收集的，在一学年之后，并在干预后约六个月进行随访。结果表明，音乐儿童在依赖测量中没有优势。不同群体的感知学校整合和自我概念的增加是显着的。总之，我们的结果未能复制先前研究的主要发现。他们认为，为期 10 个月的每周音乐培训可能不足以改善文化适应过程或增强具有移民背景的小学生的自我概念。