Adolescents and Media Music

Thompson, Keith P.

doi:10.1177/875512339401200202

Cited by 3 publications

(1 citation statement)

References 22 publications

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“…Studies of the hours adolescents spend each day listening to music reveal just how critically important music, especially popular music, is to teens. 7 Research has revealed that among adolescents, music facilitates two key developmental tasks: (1) exploring feelings of intimacy and (2) exploring personal understandings of self in terms of how their musical preferences relate to the in-group (most popular) and the out-group (least popular). 8 Music plays an important role in the lives of teenagers.…”

Section: Communicating Feelingsmentioning

confidence: 99%

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Kacanek¹

2011

Music Educators Journal

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Section: Communicating Feelingsmentioning

confidence: 99%

Idea Bank

Kacanek¹

2011

Music Educators Journal

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How American Adolescents Interpret Success and Failure in Classroom Music: Relationships among Attributional Beliefs, Self-Concept and Achievement

Austin

Vispoel

1998

Psychology of Music

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Research involving early adolescents highlights systematic declines in motiva- tion for learning as students progress from elementary school to secondary school. Students' attributions or explanations for past achievement outcomes often are important determinants of future activity choice, investment and persistence. In this article, we critique prior music attribution research and report findings from our empirical study of American 7th-graders' attributional beliefs about success and failure in classroom music. Our results demonstrated that secondary students do not attribute success and failure to the same factors, and that many of the most salient reasons for music-related outcomes (family-, teacher- and peer-influence) are not addressed in traditional attribution research. Attributional beliefs, particularly those concerning music ability, were strongly linked to students' music self-concept and achievement test scores, and the magnitude of those linkages was typically greater when students reflected upon past failures. Based on these findings, we recommend that music practitioners increase their awareness of students' attributional beliefs (particularly the tendency to attribute failure to lack of ability and/or negative family influence), encourage students to consider the r6le that less stable and more controllable factors (effort, persistence, strategy use, metacognition) play in determining achievement outcomes, and employ instructional or evaluative strategies that promote more expansive and developmental views of music ability among all students.

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A Comparison of Adolescents' In-School and Out-of-School Music Experiences and Involvement

Rutkowski

1994

Update: Applications of Research in Music Education

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Adolescents and Media Music

Cited by 3 publications

References 22 publications

Idea Bank

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How American Adolescents Interpret Success and Failure in Classroom Music: Relationships among Attributional Beliefs, Self-Concept and Achievement

A Comparison of Adolescents' In-School and Out-of-School Music Experiences and Involvement

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