Declining enrolments and low persistence in music education are universal concerns among music educators. Identifying social-cognitive constructs that might be predictive of adolescent student persistence may assist in the development of interventions aimed at promoting persistence in music education in a global context. Using quantitative measures, this study considers the relationships between collaborative learning, music self-perception and perceived task persistence among secondary music students in Kenya. Collaborative learning has been shown to effectively enhance students’ engagement by exposing them to diverse opinions and perspectives, which stimulates learning, persistence and performance. Positive music self-perception enhances students’ confidence, motivation and determination. However, peer appraisals and comparisons during collaborative learning may impact students’ music self-perception and how they are perceived by their peers, which consequently reflects on their learning behaviour. Results from multiple regression analyses revealed that collaborative learning and music self-perception had significant positive predictive values for perceived task persistence. The two variables jointly accounted for approximately 17% of the variance in perceived task persistence. Mediation analyses using PROCESS revealed that music self-perception partially mediates the relationship between collaborative learning and perceived task persistence.

中文翻译：

---

音乐教育中的协作学习和坚持：检验音乐自我认知作为青少年学生的中介因素


入学率下降和音乐教育持续性低是音乐教育工作者普遍关注的问题。识别可能预测青少年学生坚持的社会认知结构可能有助于制定旨在促进全球背景下音乐教育坚持的干预措施。本研究采用定量测量方法，探讨了肯尼亚中学生的协作学习、音乐自我感知和感知任务持久性之间的关系。事实证明，协作学习可以让学生接触不同的观点和观点，从而有效地提高学生的参与度，从而激发学习、坚持和表现。积极的音乐自我认知可以增强学生的信心、动力和决心。然而，协作学习期间的同伴评价和比较可能会影响学生的音乐自我认知以及同龄人对他们的看法，从而影响他们的学习行为。多元回归分析的结果表明，协作学习和音乐自我感知对感知任务持久性具有显着的正向预测价值。这两个变量共同解释了感知任务持久性差异的大约 17%。使用 PROCESS 的中介分析表明，音乐自我感知部分中介了协作学习和感知任务持久性之间的关系。