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Chen, P., Chavez, O., Ong, D. C., & Gunderson, B. (2017). Strategic Resource Use for Learning: A Self-Administered Intervention That Guides Self-Reflection on Effective Resource Use Enhances Academic Performance. Psychological Science, 6, 74-785.
https://doi.org/10.1177/0956797617696456

has been cited by the following article:

• TITLE: Arts and Scholastic Performance

  AUTHORS: Arnaud Cabanac

  KEYWORDS: Music “Mozart Effect”, Arts Academic Achievement, Education Pleasure Will Effort

  JOURNAL NAME: Creative Education, Vol.8 No.15, December 7, 2017

  ABSTRACT: Pleasant environmental music during an academic test helped students to overcome stress. As a result the grades they obtained were higher. It was also demonstrated that students selecting music as optional course performed better, than music-less control students over three consecutive years. Yet, there remained ambiguities as for the causes of the higher test performance of these students. Our study confirmed a Mozart effect, and further showed a latency of two to three years for such a positive influence to take place, suggesting that it is the practice of music itself that helps cognition. We showed also that other art courses, when freely chosen, have similar positiveinfluences on students’ performances, illustrating that the principles of learning are linked to hedonism and to will effort in a more general manner.