Search results for "musical self-concept"
showing 3 items of 3 documents
Musical Self-Concept - Presentation of a Multi-Dimensional Model and Its Empirical Analyses
2009
Research on the specific domain of musical self-concept was so far exclusively concerned with musically active subjects (such as performers, music teachers, students, or singing children). In contrast, the starting base of the presented research is that music is a distinct aspect in everyone’s life and personality and that therefore musical self-concept is general and includes a number of domain besides achievement. The presented multi-dimensional model includes (i) non-academic and (ii) dimensions of musical ability. The first section entails representations with regards to “who I am” in music, such as emotional, social, physical, cognitive and spiritual notions, while section two addresse…
Verification and Validation of the Musical Self-Concept Inquiry (MUSCI) to Measure ’Musical Self-Concept’ of German Students at Secondary Education S…
2016
Musical development can be very differently during adolescence and the mechanisms and reasons, which lead to these differences, are often objects of music educational research. To measure the aspects of musical development of German students, the psychometric construct ‘musical self-concept’ can be used. So the first aim of this study was to verify the factor structure of the initial MUSCI-questionnaire to measure ‘musical self-concept’ of German students. The second aim was to re-specify the underlying factor model as well as to validate the renewed sub-facets of the questionnaire with musicspecific background variables (e. g. interest in ‘music’) as well as the construct ‘musical sophisti…
Effects of coaching on generalist primary music teachers´ classroom practice and their `musical self-concept´
2016
The majority of music lessons in primary schools are covered by generalist primary music teachers, usually with little or no training in teaching it. This practice-based research project is part a PhD program to professionalize generalist music teachers in primary schools to teach music lessons. The aim of this study was to describe changes in the generalist primary music teachers´ didactic classroom practices in teaching music. Moreover, this study aimed to analyze the generalist primary music teachers´ development of their `musical self-concept` (Spychiger, 2010). This longitudinal intervention study is qualitative in character. Participants were 8 generalist primary music teachers and 4 …