Perceived STEAM-integrated music education and students' innovative competence: parallel indirect associations through creative self-efficacy and context-specific learning engagement.
- DOI
- 10.3389/fpsyg.2026.1923767
- Published
- 2026
- Container
- Frontiers in psychology
- Publisher
- Not recorded
- Open access
- yes
Credibility signals
limited evidence Score 45/100 under policy 1.0.0. This is a metadata assessment, not a judgment of the paper's conclusions.
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Cite this work
BibTeX
@article{allodium:10.3389/fpsyg.2026.1923767,
title = {Perceived STEAM-integrated music education and students' innovative competence: parallel indirect associations through creative self-efficacy and context-specific learning engagement.},
author = {Wei J and Li Y and Huo W},
year = {2026},
journal = {Frontiers in psychology},
doi = {10.3389/fpsyg.2026.1923767},
url = {https://doi.org/10.3389/fpsyg.2026.1923767}
}RIS
TY - JOUR TI - Perceived STEAM-integrated music education and students' innovative competence: parallel indirect associations through creative self-efficacy and context-specific learning engagement. AU - Wei J AU - Li Y AU - Huo W PY - 2026 JO - Frontiers in psychology DO - 10.3389/fpsyg.2026.1923767 UR - https://doi.org/10.3389/fpsyg.2026.1923767 ER -
APA
J, W., Y, L., & W, H. (2026). Perceived STEAM-integrated music education and students' innovative competence: parallel indirect associations through creative self-efficacy and context-specific learning engagement.. Frontiers in psychology. https://doi.org/10.3389/fpsyg.2026.1923767
Source records
- pubmed · retrieved 2026-09-25T01:31:26.951Z