{"title":"Adolescent Self-Theories of Singing Ability Within a Choral Hierarchy","authors":"K. Adams","doi":"10.5406/21627223.234.01","DOIUrl":null,"url":null,"abstract":"\n The purpose of this study was to explore adolescent self-views of singing ability through both implicit theories (i.e., fixed mindset and growth mindset) and self-concept meaning systems in the context of a choral hierarchy. Using a survey instrument modified from Dweck (1999) to measure self-theories of singing ability, I gathered data from middle and high school participants currently enrolled in a hierarchical choral structure. I analyzed descriptive statistics of survey responses to items designed to measure implicit theories of singing ability, singing self-concept, and goal orientation and differences among participants by ensemble placement in implicit theory and self-concept scores. In addition to these quantitative measures, I coded open-ended responses to two failure scenarios and examined participant responses by ensemble and gender. Both implicit theory and self-concept scores were higher for participants at the top of the choral hierarchy. Open-ended responses indicated that failure scenarios were associated with lowered self-concept and shame in ensemble placement, especially for female-identifying participants.","PeriodicalId":46393,"journal":{"name":"BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.8000,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5406/21627223.234.01","RegionNum":2,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"MUSIC","Score":null,"Total":0}
引用次数: 0
Abstract
The purpose of this study was to explore adolescent self-views of singing ability through both implicit theories (i.e., fixed mindset and growth mindset) and self-concept meaning systems in the context of a choral hierarchy. Using a survey instrument modified from Dweck (1999) to measure self-theories of singing ability, I gathered data from middle and high school participants currently enrolled in a hierarchical choral structure. I analyzed descriptive statistics of survey responses to items designed to measure implicit theories of singing ability, singing self-concept, and goal orientation and differences among participants by ensemble placement in implicit theory and self-concept scores. In addition to these quantitative measures, I coded open-ended responses to two failure scenarios and examined participant responses by ensemble and gender. Both implicit theory and self-concept scores were higher for participants at the top of the choral hierarchy. Open-ended responses indicated that failure scenarios were associated with lowered self-concept and shame in ensemble placement, especially for female-identifying participants.
期刊介绍:
The Bulletin of the Council for Research in Music Education (CRME) provides a forum where contemporary research is made accessible to all with interest in music education. The Bulletin contains current research, and reviews of interest to the international music education profession. Dr. Gregory DeNardo is editor and works with an advisory committee of music education"s most prestigious researchers. The Bulletin of the Council for Research in Music Education provides an outlet for scholarly publication and is one of music education’s leading publications.