Literaturnachweis - Detailanzeige
|Autor/inn/en||Smolarczyk, Kathrin; Wießnet, Verena; Birnbaum, Lisa; Kröner, Stephan|
|Titel||The effects of setting and music on the intention to participate in out-of-school music classes.|
An experimental video vignette study.
|Quelle||In: Psychology of music, (2021) online first, 20 S.
PDF als Volltext
|Beigaben||Literaturangaben; Tabellen; Anhang; Illustrationen|
|Schlagwörter||Musikerziehung; Jugend; Außerschulische Musikerziehung; Bildungsforschung; Schule|
|Abstract||There is a discrepancy between a high inherent value of extracurricular music classes and a low proportion of low-socioeconomic status (SES) male participants. However, evidence on how to match out-of-school music classes to students’ preferences is lacking. Thus, we assessed the attractiveness of different versions of such classes via an experimental video vignette study featuring a 2 × 2-factor (setting × music; each with high vs. low proximity to informal youth culture) between-subjects design with N = 244 students (Grade 5–10). We assessed the intention to participate as criterion, and gender, age, and SES (highest International Socio-Economic Index [HISEI] quartile) as control variables. A hierarchical regression showed a positive effect of music associated with youth culture on intention and no effect of the setting. Female (and older) students displayed higher intention than male (and younger) students. The single effect involving HISEI was a significant interaction of music and SES, which resulted from high-SES adolescents being especially motivated for classes with music associated with youth culture. Thus, to motivate boys and older students in particular, special consideration should be given to the appropriate design and marketing of music classes. However, music close to youth culture might be especially beneficial for adolescents with high rather than low SES. (Orig.).|
|Erfasst von||Externer Selbsteintrag|