Immediacy, ensemble setup, and classroom space: A quasi-experimental study among secondary instrumental teachers and students

IF 1.6 3区心理学 0 MUSIC

Psychology of Music Pub Date : 2023-12-01 DOI:10.1177/03057356231212350

Nicholas E. Roseth

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Abstract

The purpose of this study was to examine the effect of closed and opened setup conditions on students’ and teachers’ reported immediacy, affect, motivation, and group cohesion in band and orchestra classrooms. A secondary purpose was to explore relationships among students’ and teachers’ reported immediacy, affect, motivation, and group cohesion. Six teachers and 379 of their students participated in the study. In this within-subjects experiment, teachers were asked to teach with their classrooms arranged in closed and opened setup conditions. In the closed condition, teachers used a traditional setup of arcs and were not asked to change their use of space when teaching. In the opened condition, an aisle was added to the ensemble setup and teachers were provided with strategies to encourage movement toward and among students when teaching. At the end of each condition, teachers and students completed measures of constructs related to immediacy, affect, motivation, and group cohesion. Results indicate the effect of the intervention increased negative affect among students, teacher proximity was associated with negative affect among students, and students’ perceptions of their teacher’s immediacy was found to have positive relationships with student affect, motivation, and group cohesion.

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即时性、合奏设置和教室空间：对中学器乐教师和学生的准实验研究

摘要本研究旨在探讨封闭与开放环境对乐队与管弦乐课堂中学生与教师的即时性、情感、动机与团体凝聚力的影响。第二个目的是探讨学生和教师报告的即时性、情感、动机和群体凝聚力之间的关系。6名教师和379名学生参与了这项研究。在这个实验中，老师们被要求在封闭和开放的环境下进行教学。在封闭的条件下，教师使用传统的弧形设置，并且在教学时不要求改变他们对空间的使用。在开放的条件下，在整体设置中增加了一条通道，教师们在教学时提供了鼓励学生靠近和在学生之间移动的策略。在每个条件结束时，教师和学生完成了与即时性、情感、动机和群体凝聚力相关的构念测量。结果表明，干预效果增加了学生的负向情感，教师接近性与学生的负向情感相关，学生对教师即时性的感知与学生情感、动机和群体凝聚力呈正相关。

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来源期刊

Psychology of Music Multiple-

CiteScore

4.00

自引率

17.60%

发文量

期刊介绍： Psychology of Music and SEMPRE provide an international forum for researchers working in the fields of psychology of music and music education, to encourage the exchange of ideas and to disseminate research findings. Psychology of Music publishes peer-reviewed papers directed at increasing the scientific understanding of any psychological aspect of music. These include studies on listening, performing, creating, memorising, analysing, describing, learning, and teaching, as well as applied social, developmental, attitudinal and therapeutic studies. Special emphasis is placed on studies carried out in naturalistic settings, especially those which address the interface between music psychology and music education.