A Song to Remember: Emerging Adults Recall Memorable Music

Autor/inn/en	Lippman, Julia R.; Greenwood, Dara N.
Titel	A Song to Remember: Emerging Adults Recall Memorable Music
Quelle	In: Journal of Adolescent Research, 27 (2012) 6, S.751-774 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0743-5584
DOI	10.1177/0743558412447853
Schlagwörter	Music; Psychology; Grounded Theory; Comparative Analysis; Cognitive Development; Young Adults; Cues; Coping; Reflection; Recall (Psychology); Singing; Statistical Analysis; Role; Introductory Courses; College Students; Student Attitudes; Peer Relationship; Intimacy; Student Adjustment + Suchen Sie Ihr Suchwort? Musik; Psychologie; Kognitive Entwicklung; Young adult; Junger Erwachsener; Stichwort; Bewältigung; Abberufung; Gesang; Statistische Analyse; Rollen; Einführungskurs; Collegestudent; Schülerverhalten; Peer-Beziehungen; Intimität; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation
Abstract	The present study employs a mixed methods approach to understanding the psychological functions and contexts of music use. Seventy-six emerging adults selected a single piece of music that they considered personally significant and elaborated on the reasons for this significance in response to written prompts. A constant comparative analysis of these retrospective accounts revealed three major themes. Specifically, participants selected music that helped them cope with a transition, facilitated self-reflection, or elicited positive memories. Additionally two metathemes emerged: participants selected music with lyrics that resonated with their own experiences or that helped them feel less alone. Quantitative analyses revealed systematic differences between the three major themes. Results are discussed in light of the psychological functions music may serve. (Contains 2 notes.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10