Musical elite gymnasia as learning environments and settings for personality development in secondary students? The case of musical self-concept.

Autor/inn/en	Fritzsche, Eva Susanne; Pfeiffer, Wolfgang; Kröner, Stephan
Titel	Musical elite gymnasia as learning environments and settings for personality development in secondary students? The case of musical self-concept.
Quelle	In: Psychological test and assessment modeling, 57 (2015) 2, S. 236-261 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	2190-0493; 2190-0507
Schlagwörter	Bildungsforschung; Persönlichkeitsentwicklung; Musik; Selbstverständnis
Abstract	Elite gymnasia with a main focus on musical education are special institutional learning environ-ments for the students attending those schools: Their curricula differ considerably from those of non-specialized schools regarding the emphasis that is placed on musical activities. Thus, if effects of intensive musical education on personality development proposed in musical education research are to be found, then examining students from such elite schools seems pertinent. However, beyond institutional impact, effects of variables from the students' individual learning environment are to be expected. Thus, reanalysing data from Bernecker, Haag and Pfeiffer (2006), we investigated effects of both the institutional and the individual learning environment on different facets of the self-concept of ability with n = 509 students from 91 classes including class-levels 5 to 10 (corresponding to an age of 10 to 16 years). Classes were located either at musical elite gymnasia providing intensive musical education and including the opportunity to participate in an internationally recognised choir or at non-specialized gymnasia without such an elite musical profile. As expected, multilevel analyses revealed strong effects of school type (i.e., institutional effects) on musical activities. However, in line with Schellenberg (2006), our results did not provide evidence either for substantial institutional effects on the musical self-concept, or for such effects on the academic or general self-concept. Rather, variance in self-concept facets could better be explained via aspects of the individual learning environment or by personal characteristics like school grades or the intrinsic value of musical activities. The implications for potential effects of attending a musical elite gymnasium on personality development as well as avenues for further research are discussed. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2020/1