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Vol. 26. Issue 2.
Pages 105-112 (July - December 2021)
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Vol. 26. Issue 2.
Pages 105-112 (July - December 2021)
Original
Empirically based decisions: The effect of musical and humanistic activities on self-efficacy and student academic performance
Decisiones con base empírica: El efecto de actividades musicales y humanísticas en la autoeficacia y el rendimiento académico estudiantil
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Ismael Gallardo
Corresponding author
igallardo@utalca.cl

Corresponding author: Facultad de Psicología, Universidad de Talca, Avenida Lircay s/n, Talca, VII Región, Chile.
, Carolina Iturra, Mirta Bustamante, Iván Pérez, Manuel Clavijo
Universidad de Talca, Chile
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Table 1. Correlations between variables of the study
Table 2. Coefficients for the analysis of mediation
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Abstract

In recent years, the Chilean educational curriculum has reduced significantly the hours dedicated to musical, artistic, and humanities activities. However, research shows consistently that performing them enhances psychological processes relevant to the school context. This work provides the evaluation of intervention in music and humanities (MH) on the general self-efficacy (study 1) and qualifications (study 2) of students from different schools in the Maule Region. The first study shows that the intervention generates changes in the participants' perception of efficacy, both over time and relative to a control group. The second study occurs after the activities and shows that participation leads to more favorable grades, mediated by self-efficacy. Results are discussed in curricular terms and the context of educational public policy.

Keywords:
Music
Humanities
Self-efficacy
Intervention
Academic performance
Resumen

En los últimos años, el currículo chileno de educación ha reducido significativamente las horas dedicadas a actividades musicales, artísticas y de humanidades. No obstante, la investigación evidencia consistentemente que la realización de estas actividades potencia procesos psicológicos relevantes para el contexto escolar. Este trabajo entrega la evaluación de una intervención en música y humanidades (MH) sobre la autoeficacia generalizada (estudio 1) y las calificaciones (estudio 2) de estudiantes de colegios de la Región del Maule. El primer estudio muestra que la intervención genera cambios en la percepción de eficacia de los participantes, tanto a través del tiempo como en comparación con un grupo control. El segundo estudio se desarrolla al finalizar las actividades, y muestra que la participación afecta positivamente las calificaciones de los estudiantes, mediado por la autoeficacia. Se discuten estos resultados en términos curriculares y en el contexto de la política pública de educación escolar.

Palabras clave:
Música
Humanidades
Auto-eficacia
Intervención
Rendimiento académico

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