Music education as a catalyst for academic success: mediating effects of cognitive skills and learning motivation

The cognitive, motivational, and academic gains of Music Education (ME) have been associated, but the clear connection with ME on the Academic Success (AS) of college students has not been established. The study examined the effects of ME on AS (both direct and indirect) through the mediating variable of cognitive abilities and Learning Motivation (LM). A quantitative cross-sectional design was adopted and carried out on 453 college students pursuing ME courses using structured questionnaires. SmartPLS 4.0 and Partial Least Squares Structural Equation Modeling were used to analyze the data to ensure that the direct and indirect relationships between the variables were checked. Results indicated that ME is positively associated with academic, cognitive, and LM. Mediation of ME and AS was found to be through both cognitive skills and LM, which means that students enrolled in ME gain better cognitive skills and motivation that lead to better AS. The ME offers notable cognitive, motivational, and academic benefits in college settings. The findings suggest that teachers and policymakers should promote music-inclusive pedagogies to support students' academic and personal development. This study provides empirical evidence that ME is associated with AS outcomes, offering insights for curriculum design and educational policy.