Pub Date : 2023-04-29DOI: 10.1177/10298649231167488
Zhong Jian Chee, Yvonne Leung, M. de Vries
Music preferences have consistently been found to follow a five-factor structure (i.e., Mellow, Unpretentious, Sophisticated, Intense, and Contemporary, in short MUSIC), in the West. These factors are associated, in turn, with the Big Five personality traits. However, the stability of this structure and its association with personality in non-Western cultures are underexplored. Moreover, behavioral traits other than personality traits might relate to music preferences. High systemizing traits, as often seen in people with autism, tend to be associated with a preference for Intense music. However, whether this generalizes to autistic traits in the general population remains unclear. The current study therefore attempted to examine the five-factor MUSIC model and test its association with Big Five personality traits and autistic traits in an online study of Malaysians. A total of 444 participants, of whom 59.7% were of Chinese ethnicity, rated their preference for 50 brief musical excerpts and completed the Ollen Musical Sophistication Index, the Ten-Item Personality Inventory, and the Autism-Spectrum Quotient-28. The original MUSIC model was partially replicated with virtually identical Sophisticated and Intense factors. However, once age, gender, and musical sophistication were controlled for, most of the previously reported associations between Big Five personality traits and music preferences were not found. Instead of a positive association between autistic traits and Intense music, a negative association was found between autistic traits and Contemporary music. These findings partially support the validity of the MUSIC model in Malaysia and highlight the importance of undertaking research on music preferences in non-Western contexts.
{"title":"Replication of the music preference (MUSIC) model and evaluation of its association with personality and autistic traits","authors":"Zhong Jian Chee, Yvonne Leung, M. de Vries","doi":"10.1177/10298649231167488","DOIUrl":"https://doi.org/10.1177/10298649231167488","url":null,"abstract":"Music preferences have consistently been found to follow a five-factor structure (i.e., Mellow, Unpretentious, Sophisticated, Intense, and Contemporary, in short MUSIC), in the West. These factors are associated, in turn, with the Big Five personality traits. However, the stability of this structure and its association with personality in non-Western cultures are underexplored. Moreover, behavioral traits other than personality traits might relate to music preferences. High systemizing traits, as often seen in people with autism, tend to be associated with a preference for Intense music. However, whether this generalizes to autistic traits in the general population remains unclear. The current study therefore attempted to examine the five-factor MUSIC model and test its association with Big Five personality traits and autistic traits in an online study of Malaysians. A total of 444 participants, of whom 59.7% were of Chinese ethnicity, rated their preference for 50 brief musical excerpts and completed the Ollen Musical Sophistication Index, the Ten-Item Personality Inventory, and the Autism-Spectrum Quotient-28. The original MUSIC model was partially replicated with virtually identical Sophisticated and Intense factors. However, once age, gender, and musical sophistication were controlled for, most of the previously reported associations between Big Five personality traits and music preferences were not found. Instead of a positive association between autistic traits and Intense music, a negative association was found between autistic traits and Contemporary music. These findings partially support the validity of the MUSIC model in Malaysia and highlight the importance of undertaking research on music preferences in non-Western contexts.","PeriodicalId":47219,"journal":{"name":"Musicae Scientiae","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74236789","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-18DOI: 10.1177/10298649231165413
S. F. Palermo
{"title":"Book Review: Rethinking the Musical Instrument","authors":"S. F. Palermo","doi":"10.1177/10298649231165413","DOIUrl":"https://doi.org/10.1177/10298649231165413","url":null,"abstract":"","PeriodicalId":47219,"journal":{"name":"Musicae Scientiae","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72975820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-15DOI: 10.1177/10298649231157404
Merrick Powell, Kirk N. Olsen, R. Vallerand, W. Thompson
Passionate music engagement is a defining feature of music fans worldwide. Although benefits to psychosocial well-being are often experienced by fans of music, some fans experience maladaptive outcomes from their music engagement. The Dualistic Model of Passion proposes that two types of passion—harmonious and obsessive—are associated with positive and negative outcomes of passionate engagement, respectively. This model has been employed in research on passion for a wide range of pursuits including music performers, but not for passionate listeners. The present study employed this model to investigate whether (1) harmonious passion for music is associated with positive music listening experiences and/or psychological well-being and (2) obsessive passion for music is associated with negative music listening experiences and/or psychological ill-being. Passionate fans ( n = 197) of 40 different musical genres were surveyed about their experiences when listening to their favorite music. Measures included the passion scale, affective experiences with music, and psychological well-being and ill-being. Results supported the Dualistic Model of Passion. Structural equation modeling revealed that harmonious passion for music predicted positive affective experiences which, in turn, predicted psychological well-being. Conversely, obsessive passion for music predicted negative affective experiences which, in turn, predicted psychological ill-being. The findings suggest that the nature of passionate engagement with music has an integral role in the psychological impact of music engagement and implications for the well-being of music fans.
{"title":"Passion, music, and psychological well-being","authors":"Merrick Powell, Kirk N. Olsen, R. Vallerand, W. Thompson","doi":"10.1177/10298649231157404","DOIUrl":"https://doi.org/10.1177/10298649231157404","url":null,"abstract":"Passionate music engagement is a defining feature of music fans worldwide. Although benefits to psychosocial well-being are often experienced by fans of music, some fans experience maladaptive outcomes from their music engagement. The Dualistic Model of Passion proposes that two types of passion—harmonious and obsessive—are associated with positive and negative outcomes of passionate engagement, respectively. This model has been employed in research on passion for a wide range of pursuits including music performers, but not for passionate listeners. The present study employed this model to investigate whether (1) harmonious passion for music is associated with positive music listening experiences and/or psychological well-being and (2) obsessive passion for music is associated with negative music listening experiences and/or psychological ill-being. Passionate fans ( n = 197) of 40 different musical genres were surveyed about their experiences when listening to their favorite music. Measures included the passion scale, affective experiences with music, and psychological well-being and ill-being. Results supported the Dualistic Model of Passion. Structural equation modeling revealed that harmonious passion for music predicted positive affective experiences which, in turn, predicted psychological well-being. Conversely, obsessive passion for music predicted negative affective experiences which, in turn, predicted psychological ill-being. The findings suggest that the nature of passionate engagement with music has an integral role in the psychological impact of music engagement and implications for the well-being of music fans.","PeriodicalId":47219,"journal":{"name":"Musicae Scientiae","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77539713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-03DOI: 10.1177/10298649231157099
A. Crooke, W. Thompson, Trisnasari Fraser, J. Davidson
Regional conflict, growing technological developments, and climate change have seen high migration rates, which are likely to rise. Discrimination and violence at the hands of host societies continue to threaten the well-being of immigrant communities, as well as wider social cohesion in migration destinations. The urgency of the situation has been highlighted in several international policy documents released since 2020 by the United Nations (UN) and related agencies. In response, we have seen a global movement of intercultural music ensembles intended to break down cultural barriers and explore sites of cultural intersection, yet the real-world benefits of such initiatives remain unclear. There is a need to further explore and understand how and when music can be used as an instrument or site for fostering inclusion, understanding, and cohesion between migrants and their host communities. On appraising the evidence, we propose a conceptual framework for explaining how different cultures can interact with each other through musical participation.
{"title":"Music, social cohesion, and intercultural understanding: A conceptual framework for intercultural music engagement","authors":"A. Crooke, W. Thompson, Trisnasari Fraser, J. Davidson","doi":"10.1177/10298649231157099","DOIUrl":"https://doi.org/10.1177/10298649231157099","url":null,"abstract":"Regional conflict, growing technological developments, and climate change have seen high migration rates, which are likely to rise. Discrimination and violence at the hands of host societies continue to threaten the well-being of immigrant communities, as well as wider social cohesion in migration destinations. The urgency of the situation has been highlighted in several international policy documents released since 2020 by the United Nations (UN) and related agencies. In response, we have seen a global movement of intercultural music ensembles intended to break down cultural barriers and explore sites of cultural intersection, yet the real-world benefits of such initiatives remain unclear. There is a need to further explore and understand how and when music can be used as an instrument or site for fostering inclusion, understanding, and cohesion between migrants and their host communities. On appraising the evidence, we propose a conceptual framework for explaining how different cultures can interact with each other through musical participation.","PeriodicalId":47219,"journal":{"name":"Musicae Scientiae","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89741212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-03DOI: 10.1177/10298649221149109
Yiqing Ma, D. Baker, Katherine Vukovics, Connor J Davis, E. Elliott
What factors affect listeners’ perception of the emotions conveyed by music? Ali and Peynircioğlu conducted a series of experiments in which listeners rated emotional judgments of the melodies and lyrics of songs. Here, we present a pre-registered replication and extension of their study with newly adapted stimuli, including several covariates using the Goldsmiths Musical Sophistication Index (Gold-MSI). Using a within-subjects design, we asked participants ( n = 104) to rate the emotions they perceived to be conveyed by unfamiliar happy, sad, calm, and angry songs, with and without lyrics, to model the extent to which each factor contributed to participants’ ratings. The results we obtained in our replication contradicted those of the original study, for several variables. The results of our extension, revealing a significant effect of the emotional engagement subscale of the Gold-MSI, indicate that emotion perception can and should be divorced from aspects of musical training. Taken together, the findings of our replication and extension highlight the value of replicating frequently cited studies in music psychology literature.
{"title":"Lyrics and melodies: Do both affect emotions equally? A replication and extension of Ali and Peynircioğlu (2006)","authors":"Yiqing Ma, D. Baker, Katherine Vukovics, Connor J Davis, E. Elliott","doi":"10.1177/10298649221149109","DOIUrl":"https://doi.org/10.1177/10298649221149109","url":null,"abstract":"What factors affect listeners’ perception of the emotions conveyed by music? Ali and Peynircioğlu conducted a series of experiments in which listeners rated emotional judgments of the melodies and lyrics of songs. Here, we present a pre-registered replication and extension of their study with newly adapted stimuli, including several covariates using the Goldsmiths Musical Sophistication Index (Gold-MSI). Using a within-subjects design, we asked participants ( n = 104) to rate the emotions they perceived to be conveyed by unfamiliar happy, sad, calm, and angry songs, with and without lyrics, to model the extent to which each factor contributed to participants’ ratings. The results we obtained in our replication contradicted those of the original study, for several variables. The results of our extension, revealing a significant effect of the emotional engagement subscale of the Gold-MSI, indicate that emotion perception can and should be divorced from aspects of musical training. Taken together, the findings of our replication and extension highlight the value of replicating frequently cited studies in music psychology literature.","PeriodicalId":47219,"journal":{"name":"Musicae Scientiae","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86778402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-03DOI: 10.1177/10298649221149110
Y. Arthurs, K. Petrini
Reading music notation is not an easy skill to acquire and can take years of training to master. In addition, it is not strictly necessary to be able to read music to make music. Nevertheless, music teaching and learning in the West has traditionally centered around the skill of reading music. This study explored participants’ reasons for learning to read music and the reported benefits of this skill for musical activities. We developed an online questionnaire with open-ended questions to gather the views of 64 people, both music readers and non-readers, on their musical activities using or not using notated scores. Their responses were analyzed thematically. The analysis showed that participants believe that learning and engaging with music notation adds to their multisensory experience of music involving vision, sound, and action; that, compared to learning by ear, the visual aspects of notation support the quick learning and improved theoretical understanding of a musical work: and that the skill of reading music is valuable in the context of group music making. They also believe, however, that notation can inhibit expressive performance or improvisation, and non-readers believe that sound technologies can be used as an alternative to notation. Finally, reading music was seen by readers, but not non-readers, as integral to playing an instrument. This may reflect differences between the practices and genres of music favored by the two groups.
{"title":"Musicians’ views on the role of reading music in learning, performance, and understanding","authors":"Y. Arthurs, K. Petrini","doi":"10.1177/10298649221149110","DOIUrl":"https://doi.org/10.1177/10298649221149110","url":null,"abstract":"Reading music notation is not an easy skill to acquire and can take years of training to master. In addition, it is not strictly necessary to be able to read music to make music. Nevertheless, music teaching and learning in the West has traditionally centered around the skill of reading music. This study explored participants’ reasons for learning to read music and the reported benefits of this skill for musical activities. We developed an online questionnaire with open-ended questions to gather the views of 64 people, both music readers and non-readers, on their musical activities using or not using notated scores. Their responses were analyzed thematically. The analysis showed that participants believe that learning and engaging with music notation adds to their multisensory experience of music involving vision, sound, and action; that, compared to learning by ear, the visual aspects of notation support the quick learning and improved theoretical understanding of a musical work: and that the skill of reading music is valuable in the context of group music making. They also believe, however, that notation can inhibit expressive performance or improvisation, and non-readers believe that sound technologies can be used as an alternative to notation. Finally, reading music was seen by readers, but not non-readers, as integral to playing an instrument. This may reflect differences between the practices and genres of music favored by the two groups.","PeriodicalId":47219,"journal":{"name":"Musicae Scientiae","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77132610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-12DOI: 10.1177/10298649221148796
M. Reybrouck
neuropsychological correlates of musical imagery; newly available meth-ods of neuroimaging; the synthesis of subjective/private internal experiences and objective measurements by combining behavioral and neuroscience methods; and the connection of specific aspects of mental imagery to broader cognitive processes.
{"title":"Book Review: Mats B. Küssner, Liila Taruffi, & Georgia A. Floridou (Eds.), Music and mental imagery","authors":"M. Reybrouck","doi":"10.1177/10298649221148796","DOIUrl":"https://doi.org/10.1177/10298649221148796","url":null,"abstract":"neuropsychological correlates of musical imagery; newly available meth-ods of neuroimaging; the synthesis of subjective/private internal experiences and objective measurements by combining behavioral and neuroscience methods; and the connection of specific aspects of mental imagery to broader cognitive processes.","PeriodicalId":47219,"journal":{"name":"Musicae Scientiae","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72505029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-06DOI: 10.1177/10298649221146050
Mehdi Zemestani, Matineh Azadbakht, E. Storch
Adjunctive strategies that effectively incorporate adolescents’ developmental needs may augment the therapeutic benefits of cognitive behavioral therapy (CBT) for adolescents with attention deficit hyperactivity disorder (ADHD). This preliminary study evaluated a combined CBT and music-based treatment designed to enhance emotion-regulation skills in adolescents with ADHD. Utilizing a single-case experimental design, eight adolescents with ADHD were assigned to a 3-week baseline assessment phase followed by 12 weekly individual sessions of treatment and a 2-month follow-up phase. The intervention was effective in reducing the core symptoms of ADHD, such that, participants showed an increase in adaptive emotion-regulation strategies (cognitive reappraisal) and decrease in maladaptive emotion-regulation strategies (expressive suppression). The intervention was also found to be highly acceptable to participants. The findings provide initial support for combining standard CBT with music-based treatment designed to enhance emotion-regulation skills, and add to the growing body of literature showing that adjunctive strategies can augment the therapeutic benefits of CBT for adolescents with ADHD.
{"title":"Preliminary evaluation of music-based emotion-regulation skills to augment CBT for adolescents with ADHD","authors":"Mehdi Zemestani, Matineh Azadbakht, E. Storch","doi":"10.1177/10298649221146050","DOIUrl":"https://doi.org/10.1177/10298649221146050","url":null,"abstract":"Adjunctive strategies that effectively incorporate adolescents’ developmental needs may augment the therapeutic benefits of cognitive behavioral therapy (CBT) for adolescents with attention deficit hyperactivity disorder (ADHD). This preliminary study evaluated a combined CBT and music-based treatment designed to enhance emotion-regulation skills in adolescents with ADHD. Utilizing a single-case experimental design, eight adolescents with ADHD were assigned to a 3-week baseline assessment phase followed by 12 weekly individual sessions of treatment and a 2-month follow-up phase. The intervention was effective in reducing the core symptoms of ADHD, such that, participants showed an increase in adaptive emotion-regulation strategies (cognitive reappraisal) and decrease in maladaptive emotion-regulation strategies (expressive suppression). The intervention was also found to be highly acceptable to participants. The findings provide initial support for combining standard CBT with music-based treatment designed to enhance emotion-regulation skills, and add to the growing body of literature showing that adjunctive strategies can augment the therapeutic benefits of CBT for adolescents with ADHD.","PeriodicalId":47219,"journal":{"name":"Musicae Scientiae","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87379942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.1177/10298649221110834
R. Angel-Alvarado, Guadalupe López-Íñiguez, Isabel Quiroga-Fuentes, Bayron Gárate-González
Sociomusical identities determine the social positions of individuals based on traditions and historical backgrounds, deriving from the reciprocal interchange of cultural elements within social groups. This study aimed to identify the cultural elements that support and inhibit the sociomusical identities of music teachers in Chile. Because the country is exceptionally long and narrow, it was possible to examine the distinctive features of the sociomusical identities of teachers in its four geographical zones. Thirty school music teachers took part in semi-structured interviews, in which they shared their professional stories in terms of their social position and transcultural processes. The researchers took a humanistic standpoint, employing a multiple-case study design in which boundaries of time, space, and place formed the basis of the analysis of teachers’ stories. The findings reveal that sociomusical identities are supported and inhibited by elements of the national education system. Furthermore, music teaching is informed by music teachers’ personal interests, which in turn reflect their sociomusical identities resulting from their pedagogical knowledge, teaching experience, and the environmental conditions of their particular milieu. The implications are that country-wide generalizations about music pedagogy should be avoided, as each geographical zone has its own particular issues.
{"title":"Mapping the cultural elements that support and inhibit music teachers’ sociomusical identities in Chile","authors":"R. Angel-Alvarado, Guadalupe López-Íñiguez, Isabel Quiroga-Fuentes, Bayron Gárate-González","doi":"10.1177/10298649221110834","DOIUrl":"https://doi.org/10.1177/10298649221110834","url":null,"abstract":"Sociomusical identities determine the social positions of individuals based on traditions and historical backgrounds, deriving from the reciprocal interchange of cultural elements within social groups. This study aimed to identify the cultural elements that support and inhibit the sociomusical identities of music teachers in Chile. Because the country is exceptionally long and narrow, it was possible to examine the distinctive features of the sociomusical identities of teachers in its four geographical zones. Thirty school music teachers took part in semi-structured interviews, in which they shared their professional stories in terms of their social position and transcultural processes. The researchers took a humanistic standpoint, employing a multiple-case study design in which boundaries of time, space, and place formed the basis of the analysis of teachers’ stories. The findings reveal that sociomusical identities are supported and inhibited by elements of the national education system. Furthermore, music teaching is informed by music teachers’ personal interests, which in turn reflect their sociomusical identities resulting from their pedagogical knowledge, teaching experience, and the environmental conditions of their particular milieu. The implications are that country-wide generalizations about music pedagogy should be avoided, as each geographical zone has its own particular issues.","PeriodicalId":47219,"journal":{"name":"Musicae Scientiae","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74999568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.1177/10298649221108576
Karen Burland, Dawn Bennett, Guadalupe López-Íñiguez
This article introduces the validation of a Musical Identity Measure (MIM), developed to support individuals’ self-conceptions in relation to their musical activities (e.g., performance, composition, music technology). Initial model validation was carried out using a principal axis factor analysis with a diverse and international sample of 336 musicians. The factor analysis revealed a four-factor measure: Musical Calling, Musical Self-Efficacy, Emotional Attachment, and Growth Mindset. Confirmatory factor analysis with the 25-item measure suggested that the model fit would be improved with the removal of three items, resulting in the same four-factor model with 22 items. Further validation with a different dataset confirmed MIM as a strong fit as a bifactor model. Measurement invariance tests confirmed that the bifactor structure was the same for male and female participants; individual measurement invariance in relation to age could not be fully examined due to variance in group sizes. Subsequent analysis of variance (ANOVA) calculations suggested gender differences in musical self-efficacy and highlighted possible changes in MIM factors across the lifespan. MIM has the potential to provide individuals with insights into their motivations to engage with musical activities, to help identify areas requiring additional support or guidance, and to support future-oriented decision making. The measure may also support educators and researchers wishing to understand and support the processes of musical development and skill acquisition.
{"title":"Validation of the Musical Identity Measure: Exploring musical identity as a variable across multiple types of musicians","authors":"Karen Burland, Dawn Bennett, Guadalupe López-Íñiguez","doi":"10.1177/10298649221108576","DOIUrl":"https://doi.org/10.1177/10298649221108576","url":null,"abstract":"This article introduces the validation of a Musical Identity Measure (MIM), developed to support individuals’ self-conceptions in relation to their musical activities (e.g., performance, composition, music technology). Initial model validation was carried out using a principal axis factor analysis with a diverse and international sample of 336 musicians. The factor analysis revealed a four-factor measure: Musical Calling, Musical Self-Efficacy, Emotional Attachment, and Growth Mindset. Confirmatory factor analysis with the 25-item measure suggested that the model fit would be improved with the removal of three items, resulting in the same four-factor model with 22 items. Further validation with a different dataset confirmed MIM as a strong fit as a bifactor model. Measurement invariance tests confirmed that the bifactor structure was the same for male and female participants; individual measurement invariance in relation to age could not be fully examined due to variance in group sizes. Subsequent analysis of variance (ANOVA) calculations suggested gender differences in musical self-efficacy and highlighted possible changes in MIM factors across the lifespan. MIM has the potential to provide individuals with insights into their motivations to engage with musical activities, to help identify areas requiring additional support or guidance, and to support future-oriented decision making. The measure may also support educators and researchers wishing to understand and support the processes of musical development and skill acquisition.","PeriodicalId":47219,"journal":{"name":"Musicae Scientiae","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88120313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：