Situational belonging in high school band ensembles and high schools

IF 1.6 3区心理学 0 MUSIC

Psychology of Music Pub Date : 2023-12-12 DOI:10.1177/03057356231214499

Cameron R Siegal

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引用次数: 0

Abstract

Students’ perceived belonging in academic spaces has emerged as a critical nexus of overall academic achievement, social-emotional outcomes (e.g., self-concept and self-efficacy), and engagement in K–12 schools. Furthermore, researchers have documented inverse relations of belonging and psychological distress, alienation, and isolation. The purpose of this study was to investigate differences in participants’ levels of belonging in band ensembles and school outside of band ensembles. Participants of this quantitative study—suburban and rural high school band students in the Pacific Northwest region of the United States—responded to modified General Belongingness Scales and a Rosenberg Self-Esteem Scale to measure individuals’ perceived levels of belonging both in their band ensembles and in their schools outside of band ensembles. The data indicated that secondary music students experienced greater levels of belonging in band ensembles than in the school environment outside of band ensembles. These findings highlight the potential for band classes/ensembles to foster belonging and support social-emotional well-being for high school students and have the potential to inform secondary education policy.

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高中乐队和高中的情境归属感

学生对学术空间的归属感已成为 K-12 学校整体学业成绩、社会情感成果（如自我概念和自我效能）以及参与度的关键纽带。此外，研究人员还记录了归属感与心理困扰、疏远和孤立之间的反向关系。本研究旨在调查参与者在乐队合奏和乐队合奏之外的学校中的归属感水平差异。这项定量研究的参与者是美国西北太平洋地区的郊区和农村高中乐队学生，他们回答了修改后的一般归属感量表和罗森伯格自尊量表，以测量个人在乐队合奏和乐队合奏以外的学校中的归属感水平。数据显示，中学生在乐队合奏中的归属感高于在乐队合奏之外的学校环境中的归属感。这些发现凸显了乐队课/乐队在培养高中生的归属感和支持其社会情感方面的潜力，并有可能为中学教育政策提供参考。

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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.