Social-emotional learning (SEL) is a topic of increasing focus in the education sector. SEL is the process by which children acquire the knowledge, skills, and attitudes to effectively recognize and manage emotions, to formulate positive goals, to feel empathy for others, to establish and maintain functioning social relationships. It develops to take responsible decisions, determine students’ successful academic performance, transformation into adulthood, useful work, a good quality of life, and well-being. By the end of the 20th century the educational role of music has come into the spotlight, and in addition to the impact of music on the development of general skills, its social and emotional effects are also the subject of research. This paper undertakes to explore the literature about the connections between music education and social-emotional skill development. For the collection and analysis of information, online sources of peer-reviewed scientific journals in addition to the university library were used. The study also examined the relationship between social-emotional learning and the world-wide well-known Kodály Concept and the effect of Kodály’s vision of music education as a forerunner of socio-emotional skills development. The relationship between social-emotional skills and music was explored by reviewing the international music-specific literature from music psychology, music education, music therapy, and music for health and wellbeing. In order to illuminate the problem and to develop a holistic approach, the 100 studies presented here summarize research findings made and presented in different countries around the world.
The interruption of tertiary education and the reduction in the dropout rate have been a central issue in educational sociology and education research. Exploring the possible reasons for dropping out can significantly contribute to reducing the trend. Our aim is to map the links between students dropping out and individual factors. Consequently, we investigate the connection between extracurricular and leisure-time activities, health behaviour and religiosity in relation to dropout. This is explained by the fact that one of the axioms of the literature on dropout is that belonging to civil networks usually strengthens the commitment to the successful completion of studies. In our analysis, we used the database created during the research carried out in 2018 by the Center for Higher Education Research and Development (CHERD-H) in the framework of project No. 123847 of the National Research, Development and Innovation Fund of Hungary, entitled The Role of Social and Organisational Factors in Student Dropout (DEPART 2018, N=605). Our results show that the neglect of study obligations among those who are disappointed in the course and further education is closely related to the shift in value preferences and an increase in the time spent with entertainment activities and partying. It can also be stated that students take part indifferent types of extracurricular activities only to a limited extent, and the different forms of participation in activities and religiosity are not related to the causes of dropout.
In this study, we address the impact of COVID-19 on classical music concerts. New forms of cultural consumption and their convenience have raised the question as to whether concert halls will still be needed in the future, and whether the audience will take on the extra time and effort to be present in person at a musical artistic event. In an analysis of international surveys, we formed an accurate picture of music listening habits in the period before and during the pandemic. We also administered a survey, completed by 134 music teachers. Although the findings cannot be generalised to society as a whole, the respondents in the sample are well acquainted with the artistic setting and possess sufficient prior experience, so their opinion is relevant to the topic. Despite the convenience of the online space and the rich selection of art available, the interviewed music teachers will still prefer live music events, which offer them a more profound experience.
"The aim of our study is to explore the factors influencing the cultural sensitivity of students aged 8–13 years. We set up our hypotheses based on the theory of Bourdieu and Passeron and the research of Hunyadi. Our main question is instrumental studies, the frequency of singing, and social status how affect cultural consumption. In our research, we examined the impact of parents’ attitudes to music on children’s musical consumption. To examine the role of cultural capital, we used international models. The aim of our exploratory research is to examine in what form and to what extent the different manifestations of cultural capital prevail in the dimension of cultural consumption. Our results supported that higher education, higher parental care, parents’ musical capital, and good financial status increase the chances of cultural consumption. Those family with higher social status can be characterized by a broader cultural consumption pattern, which in turn is accompanied by more frequent musical activity. Families in a better position are characterized not only by higher cultural consumption but also by more prudent methods of cultural transmission. Keywords: cultural consumption, music education, cultural capital"
Tanulmányunkban megvizsgáltuk az általános iskola 4. osztályos tanulóinak tanórán kívüli művészeti tevékenységeit, valamint részvételi lehetőségét kulturális és művészeti rendezvényeken. Elemzésünk során feltártuk, hogy az aktív tevékenységnek van-e hatása a rendezvények iránti attitűdre. Emellett arra keressük a választ, hogy milyen különbségek vannak a művészeti foglalkozásokra járók és nem járók családi hátterében. Az eredmények amellett, hogy rávilágítanak az iskola szerepére a kulturális tőke kiegyenlítésében, megerősítik a generációs transzfer erőteljes hatását. Ha a szülő korábban végzett művészeti tevékenységet, gyermekét is jobban támogatja a művészeti területen. Azok a tanulók, akik gyermekkorukban valamilyen extrakurrikuláris művészeti tevékenységet folytattak, nagyobb valószínűséggel válnak felnőttkorukra is kultúrafogyasztókká.
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