Digital platforms have become significant vehicles in supporting cultural expressions, thanks to the increasing prevalence of technology and ubiquitous internet access. These platforms provide a wealth of resources, such as online archives, digital databases, and social media, that allow users to easily access information about folk music, cultural events, and historical customs. This quantitative study set out to investigate the relationship between citizen participation in folk music and cultural revitalization and the frequency of digital platform usage and access to information systems. The study also sought to determine how information accessibility mediated these correlations. The study used a cross-sectional methodology and an explanatory quantitative research design to gather data from a sample of 470 individuals, comprising music students from Southeast and Shanxi. Information on the use of digital platforms, access to information systems, participation of citizens in folk music, and cultural renewal was gathered using a structured questionnaire. The data analysis found strong beneficial correlations between citizen participation and cultural renewal and the use of digital platforms. Access to information systems was also favorably linked to civic involvement and cultural renaissance. According to the mediation study, information accessibility plays a critical role in tying the use of digital platforms and access to information systems to civic involvement and cultural renaissance. This study advances academic knowledge by deepening our understanding of how technology, information accessibility, and cultural involvement interact. The results emphasize the significance of information accessibility as a crucial element in encouraging public participation in folk music and assisting cultural revitalization initiatives.

Reviving folk music of the southeast in Shanxi: cultural revitalization and citizen engagement through digital platforms and facilitation through information systems

Personalized music teaching in universities improves students’ learning and efficiency through adaptive guidance. This adaptability requires large study data and intelligent decisions based on the learner’s ability. This article introduces a Definitive Teaching Support System (DTSS) exclusive to music learning to augment this concept. This system is designed to increase the adaptability of music learning based on student interest and ability. The system is powered by a fuzzy decision system for identifying maximum teaching adaptability to personalized processes. Low-to-high-sorted personalization provides new endorsements for further music sessions in the fuzzy derivative process. Maximum adaptability is the target for new personalized sessions in the universities. This differs for various students from which a common adaptability level for monotonous recommendations is identified. The identified adaptability is set as a global maximum solution towards music learning personalization. The defuzzification reduces the chances of low adaptability by expelling the stationary adaptability outcomes.

The Application of Big Data and Fuzzy Decision Support Systems in the Innovation of Personalized Music Teaching in Universities

Education management information system with advanced information and communication technology in school administration: A systematic literature review

Motivation plays a crucial role in learning, particularly when mastering a musical instrument. However, it remains a relatively unexplored area in Hungarian research. In this study, the researchers aim to investigate the relationship between social relations and various aspects of motivation in learning musical instruments, including the motivation to start learning, continue playing, and practice musical instruments regularly. The sample included 264 Hungarian musical instrument students, categorized into three age groups: (1) early adolescents: 9–13-year-olds; (2) mid-adolescents: 14–16-year-olds; (3) late adolescents: 17–19-year-olds. In the course of the cross-sectional data collection, the students filled out the motivation for learning music (MLM) questionnaire, while they were also asked to answer questions about social relationships and demographic data. The MLM questionnaire is based on the five dimensions of self-determination theory: amotivation, external regulation, introjection, identification, and intrinsic motivation. The measurement tool demonstrated reliability across all five dimensions. According to the results, there are significant differences between the age groups in the motivation dimensions, while no gender differences were observed. Based on the regression analysis, social relationships have an impact on learning motivation; however, the role and strength of incentives change with age. For early adolescents, parents exert the greatest influence, whereas teachers and friends play a more significant role for mid-adolescents, and friends become the most decisive influence for late adolescents. The results can be useful for professionals and parents as they can contribute to maintaining motivation.

Motivation in Learning Musical Instruments: The Role of Parents, Teachers, and Friends

The&amp;nbsp;use&amp;nbsp;of technology in education has challenged traditional paradigms of teaching and learning, resulting in instructor adaptability and creativity. The&amp;nbsp;rapid advancement of digitalization has resulted in an unparalleled array of tools and platforms that educators can employ to augment the&amp;nbsp;learning process. Consequently, the&amp;nbsp;objective&amp;nbsp;of this study was to examine&amp;nbsp;the&amp;nbsp;relationships among teacher organizational commitment (TOC), teachers'&amp;nbsp;innovative&amp;nbsp;work behavior&amp;nbsp;(TIWB), virtual teaching-learning environments (VTLE), employee&amp;nbsp;creativity and ICT abilities. It also explored how technology readiness and virtual integration play a moderating influence. A quantitative&amp;nbsp;study approach was used, with a broad sample&amp;nbsp;of teachers from various educational institutions participating. Data was collected from 502 teachers using validated self-report surveys that measured the&amp;nbsp;dimensions under research. The&amp;nbsp;variables' relationships were&amp;nbsp;examined using structural equation modeling. The&amp;nbsp;results showed that teacher organizational commitment and creative&amp;nbsp;work behavior are&amp;nbsp;positively correlated. Virtual teaching-learning environments were&amp;nbsp;discovered to have&amp;nbsp;a considerable&amp;nbsp;impact on innovative&amp;nbsp;work behavior. ICT skills and employee&amp;nbsp;creativity strongly&amp;nbsp;were associated&amp;nbsp;with innovative&amp;nbsp;work behavior. Furthermore, virtual integration and technological readiness were&amp;nbsp;recognized as important moderators that shape&amp;nbsp;the&amp;nbsp;interactions between commitment, virtual environments, innovation, and creativity. This study advances our understanding of the&amp;nbsp;interactions between technology, commitment, innovation, and virtual worlds in influencing instructors' behavior. It emphasizes the&amp;nbsp;significance&amp;nbsp;of dedication and technological integration in promoting innovative&amp;nbsp;teaching techniques. The&amp;nbsp;study provides guidance&amp;nbsp;for educators, educational organizations, and legislators who&amp;nbsp;want to improve&amp;nbsp;education in the&amp;nbsp;digital era. 

Impact of TOC (Teacher Organizational Commitment) and VTLE (Virtual Teaching Learning Environment) on Teachers'&amp;nbsp;Innovative Work Behavior (TIWB) Influencing ICT Skills and Employees Creativity

Little is known about the methods and effects of parental involvement in art education. The aim of our systematic literature review is to explore the types of parental involvement in four branches of art (music, dance, visual arts, and theatre). We conducted our research with the help of the EBSCO database, using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) procedure. We found that the share of the different artistic fields is highly disproportionate in the literature on parental involvement. Compared to music, theatre, dance, and visual arts, coverage is negligible. During our study, we managed to classify types of parental involvement and found that it showed variety across different branches of art.

The Role of Parents in Their Children’s Artistic Education: The Effect of Parental Involvement in the Transgenerational Process

Higher educational dropout is a major education policy issue that can be influenced by several factors. In addition to the family background, it is necessary to mention the motivation for further e...

/pdf/practical-or-theoretical-persistence-the-investigation-of-f-2nyxniavph.pdf

Practical or theoretical persistence?: The investigation of (f)actors influencing students’ persistence at three levels

Abstract Introduction: From the second half of the 20th century onwards, studies on the transfer effects of music learning have become increasingly common. Both in the domestic and international literature, we can read research with a solid scientific background that supports the transfer effects of music education on different aspects of life. Purpose: The aim of paper was to map the effect of learning music in childhood based on both the international and the Hungarian scientific literature. Methods: When analyzing the social impact of learning music in detail we distinguished five areas: 1. state of physical development, skillfulness, health; 2. cognitive skills; 3. personal development and emotional intelligence; 4. the role of compensating for deficit; 5. community building. In this study we present in detail the results of research studies in these fields. Conclusions: In our opinion music education institutions transmit several values and hidden curriculum to children the effect of which serves as a determining and formative factor throughout their whole lives. That is why it is important that, based on the research findings, teachers should be aware of it and consciously control it. In our view learning music can act as a supporting factor for the physical, spiritual and mental development of the children and apart from improving different areas of competence it can also influence their attitude to work.

/pdf/the-role-of-music-education-in-childhood-2s11j4c2.pdf

The Role of Music Education in Childhood

Our study aimed to map the family milieu of 21st-century music students. With the help of the applied social science methods, we studied what patterns facilitated children’s music education and whether there were objectively justifiable differences in the socioeconomic status of music students and non-musical students. In our survey, we used a quantitative method in the form of paper-based, self-administered questionnaires. We sampled eighth-grade students of elementary art schools in several county seats that had a long history of teaching (n = 270) and eighth-grade students in several elementary schools (n = 285) as a control group. We assumed that students learning music are children of families with higher cultural capital, mostly with backgrounds in music education, who consider extracurricular activities investments. We tested our hypothesis using SPSS program, the methods included logistic regression and cluster analysis. Our results prove the existence of differences in the socioeconomic status of music and non-music students.

/pdf/the-relationship-between-family-milieu-and-music-education-1elgts5e.pdf

The Relationship between Family Milieu and Music Education

"Since the second half of the 20th century, there has been an increasing number of studies on the transfer effects of music learning. There is considerable scientific research in both the national and international literature to support the transfer effects of music learning in different areas of life. In Hungary, these researches started at the instigation of Zoltán Kodály, who saw the observable effects of learning music in several areas. He also considered it important to present scientifically supported results, which is why research on the transfer effect marked by the name of Klára Kokas was started in Hungary. While previously the phenomenon could only be described based on cross-sectional or longitudinal surveys, thanks to technological development we could observe the active areas of the brain during various activities, during which we can interpret the causes of the transfer effects affecting different areas supported by MRI images . During my presentation, I will outline the results of these researches, objectively confirming the reasons behind the transfer effects created by learning music. This gives us the opportunity to learn about the results of research that started from Kodály’s foundations and is nowadays showing an increasingly complex picture. Keywords: transfer effects of music learning, neurological background of music learning, music education" 

The Transfer Effects of Learning Music and Their Underlying Causes

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