(PS4-84) Effects of Community Music Programming on Executive Function and Self-efficacy in Middle-school-aged Children

There is growing evidence that music training can enhance cognitive abilities and social-emotional outcomes in children and adults (Moreno et al., 2011; Hennessey et al., 2019; Colombo et al., 2020).  Children in lower socioeconomic status households are at greater risk of executive dysfunction (Blair et al., 2011; Hair et al., 2015), and children with lower executive function tend to respond most positively to cognitive interventions (Diamond & Lee, 2011). As part of an ongoing longitudinal study, we examined relationships between children enrolled in a community music program, the majority of whom are Black and living in low-income households, and measures of executive function, emotional regulation, and self-efficacy. The Psychology Experiment Building Language (PEBL) was used to administer Corsi Block-tapping, Berg’s Card Sorting, and Trail Making tasks. NIH Toolbox Cognitive and Emotional Test Batteries were used to assess memory, cognitive flexibility, task switching, processing speed, language, attention, and social/emotional regulation. Perceived self-efficacy was measured with a 21-item scale that included items probing self-regulatory, social, and academic efficacy. 

Attendance was used to measure the amount of music programming and Generalized Linear Models were used for significance testing. Preliminary results indicate that children who had been in the program longer showed higher scores on regulatory self-efficacy and increases in cognitive flexibility and processing speed. Of importance, these effects occur for amount of programming, after controlling for participant age, thus they are not due to developmental changes independent of participation in the community music program. Higher self-efficacy is associated with better emotional regulation, decreased vulnerability to stress and depression, and increased motivation to undertake new challenges.  Increased cognitive flexibility and processing speed are associated with increased academic performance, decreased risk of substance abuse, and higher ratings of life satisfaction. Taken together, these findings suggest that children participating in community music programming are likely to have significant cognitive and social-emotional benefits in addition to their musical achievements.

Supported by the Phyllis M. Taylor Center for Social Innovation and Design Thinking.