The core features, internal relations, and gender differences in music academic engagement: A network analysis

The existing research results on gender differences in academic engagement are confusing, coupled with the lack of research focusing on gender differences in music academic engagement, this leads to a lack of strong evidence for music teachers when designing specific academic engagement improvement strategies. Therefore, the purpose of this study is to explore the gender differences in music academic engagement. In order to achieve this purpose, this study used network analysis to estimate the network of male and female music academic engagement, and on this basis, determined the core features and differences of male and female music academic engagement. A total of 515 students majoring in music from Chinese universities participated in this study (38.4% were female, 61.6% were male, the mean age was 19.16 years old, and the standard deviation was 1.55). The results showed that low persistence and look forward to music class were the core features unique to men, while avoidance of difficult work was the core feature unique to women. Feel good in music class was a core feature shared by both men and women. The academic engagement of male and female in the field of music were both the same and different. This study is one of the first attempts to examine gender differences in academic engagement in the field of music. Music teachers should grasp the unique core features of male and female, and design academic engagement promotion strategies in a targeted manner. (c) 2023 Universidad de Pais Vasco. Published by Elsevier Espana, S.L.U. All rights reserved.

Automated summary

This study investigates gender differences in music academic engagement using network analysis. The results identify the core features unique to male and female music academic engagement and provide suggestions for designing targeted academic engagement strategies for music teachers.