Becoming singular: Musical identity construction and maintenance through the lens of identity process theory

IF 1.6 3区 心理学 0 MUSIC
Melissa Forbes, Jason Goopy, Amanda E Krause
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引用次数: 0

Abstract

This study uses identity process theory to understand the social–psychological processes that motivate individuals to construct an identity in which music, singing, and singing teaching feature prominently. We conducted reflexive thematic analysis of semi-structured interviews with 10 Australian singing teachers (with an average age 60) to understand how they enacted identity principles that motivate identity construction and maintenance. Findings were captured in two themes: (1) ‘It has just been music’: Living a musical life is my destiny; (2) ‘I know my value’: Achieving goals in music and teaching is motivating. Participants’ consistent musical engagement across the lifespan satisfied the identity principles of continuity and positive distinctiveness. The identity principles of self-efficacy and self-esteem were satisfied through the social connections created with peers and through teaching singing; participants derived self-worth from celebrating and contributing to the success of others. Teaching singing was a way to become ‘singular’, that is, distinctive, and distinctively valued by the self and others. This article provides an example of how identity process theory can be applied in musical identities research to uncover new insights into the psychological processes of identity construction, with implications for understanding identity resilience and musical engagement across the lifespan.
成为独一无二的人:从身份认同过程理论的角度看音乐身份的构建与维护
本研究利用身份认同过程理论来了解促使个人构建以音乐、歌唱和歌唱教学为主要特征的身份认同的社会心理过程。我们对 10 位澳大利亚歌唱教师(平均年龄 60 岁)的半结构式访谈进行了反思性主题分析,以了解他们如何贯彻身份原则,推动身份的构建和维护。分析结果归纳为两个主题:(1) "一直以来都是音乐":音乐生活是我的命运;(2) "我知道自己的价值":实现音乐和教学目标是一种动力。参与者在一生中始终如一地参与音乐活动,符合持续性和积极独特性的身份认同原则。通过与同龄人建立社会联系和教授歌唱,参与者满足了自我效能和自尊的身份原则;参与者从庆祝和促进他人的成功中获得了自我价值。歌唱教学是成为 "独特 "的一种方式,即与众不同,受到自我和他人的独特重视。本文举例说明了如何将身份过程理论应用于音乐身份研究,以揭示身份建构心理过程的新见解,这对理解整个生命周期的身份复原力和音乐参与具有重要意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
4.00
自引率
17.60%
发文量
88
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.
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