Musical Engagement and Identity: Exploring Young Adults' Experiences, Tastes, and Beliefs

Autor/inn/en	Woody, Robert H.; Liu, Xinwei; Rom, Brittany; Smith, Brianna; Wassemiller, Jennifer
Titel	Musical Engagement and Identity: Exploring Young Adults' Experiences, Tastes, and Beliefs
Quelle	In: Music Education Research, 23 (2021) 4, S.430-442 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Woody, Robert H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1461-3808
DOI	10.1080/14613808.2021.1949272
Schlagwörter	Adolescents; College Freshmen; Music; Identification (Psychology); Preferences; Music Activities; Adults; Majors (Students); Nonmajors; Self Concept; Probability; Correlation; Predictor Variables; Student Experience; Student Participation; Musical Instruments; Singing; Music Education + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Studienanfänger; Musik; Musikalische Aktion; Selbstkonzept; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Korrelation; Prädiktor; Studienerfahrung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Musikinstrument; Gesang; Musikerziehung
Abstract	Our study explored how adolescents' experiences and musical preferences might relate to musical identity, and the likelihood of engaging in musical activities as adults. Participants were 170 first-year university students, both music majors and non-music majors. A questionnaire collected participants' responses regarding beliefs about music, as well as self-reported ratings of musicality and the likelihood of engaging in musical activities. Results indicated that music majors, compared to non-majors, had significantly more school music experience, higher self-ratings of musicality, and greater likelihood of engaging in musical activity. Among all participants, there was a correlation between preference for certain musical genres and appraisal of the genres' quality (e.g. they thought that the music they like is good). Among non-music majors, school music experience was a good predictor of musicality self-rating, but at least six years of school music experience was needed for participants to consider themselves musical. The results of the study have implications for educators wishing to stave off student disengagement from music participation. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01