{"title":"高中乐队和高中的情境归属感","authors":"Cameron R Siegal","doi":"10.1177/03057356231214499","DOIUrl":null,"url":null,"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.","PeriodicalId":47977,"journal":{"name":"Psychology of Music","volume":null,"pages":null},"PeriodicalIF":1.6000,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Situational belonging in high school band ensembles and high schools\",\"authors\":\"Cameron R Siegal\",\"doi\":\"10.1177/03057356231214499\",\"DOIUrl\":null,\"url\":null,\"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.\",\"PeriodicalId\":47977,\"journal\":{\"name\":\"Psychology of Music\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2023-12-12\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Psychology of Music\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1177/03057356231214499\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"0\",\"JCRName\":\"MUSIC\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Psychology of Music","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1177/03057356231214499","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"MUSIC","Score":null,"Total":0}
Situational belonging in high school band ensembles and high schools
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.
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.