ABSTRACT
Authors provide an overview of music and its relationship with important psychological factors. They then show how longitudinal research can provide a sound empirical basis for understanding the causes and effects of musical engagement. The authors show how a teaching unit focusing on the cognitive neuroscience of musicality could serve as potential intervention for acquiring positive learning attitudes not only for music learning. During adolescence, deliberate and self-determined choices are made with increasing independence and are less influenced by parents or teachers compared to the preteen years. Thus, because of the growing importance of music during adolescence, it becomes an obvious question of whether and how the broad range of opportunities. Generally, music appears to be a suitable domain for interventions that target learning attitudes and the growth mindset. Many adolescents would also have own first-hand experience of musical learning, and teaching concepts can take into account prior skill acquisition and contributions that pupils can make to a teaching unit.
