"看我是谁":本科音乐专业归属感的探索性研究

IF 1.6 3区 心理学 0 MUSIC Psychology of Music Pub Date : 2024-10-21 DOI:10.1177/03057356241284614
Erika J. Knapp, James Brinkmann, Liza Calisesi Maidens
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引用次数: 0

摘要

这项采用嵌套混合方法的探索性工具定性案例研究旨在考察一所公立大学音乐专业的本科生对其专业归属感的看法。我们对一个音乐专业的本科生进行了调查,并有目的、有针对性地对代表不同学生群体的部分受访者进行了跟踪采访。定量分析包括描述性人口统计学和以归属感为因变量的线性多元回归。教师互动与学生归属感之间存在显著的统计学关系(p < .001)。定性研究结果表明,师生互动是学生归属感的主要因素,朋友圈和整体学校文化也很重要。这些结果的意义可能有助于音乐管理部门和教职员工在各自的工作室或系里发展归属感文化。
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“See me for who I am”: An exploratory study of undergraduate music major belonging
The purpose of this exploratory instrumental qualitative case study with nested mixed methods was to examine undergraduate music majors’ perceptions of their sense of belonging within one public university music program. We surveyed undergraduate music majors within a single music program and completed purposeful and targeted follow-up interviews of selected respondents who represented a diverse cross-section of the student body. Quantitative analysis included descriptive demographic statistics and linear multiple regression with belonging as the dependent factor. There was a statistically significant relationship between faculty interactions and student sense of belonging ( p < .001). Qualitative findings suggested that student–faculty interactions were a primary contributor to a student’s sense of belonging, as well as the importance of a network of friends and the overall school culture. Implications of these results may assist music administration and faculty members in developing a culture of belonging within their respective studios or departments.
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来源期刊
CiteScore
4.00
自引率
17.60%
发文量
88
期刊介绍: Psychology of Music and SEMPRE provide an international forum for researchers working in the fields of psychology of music and music education, to encourage the exchange of ideas and to disseminate research findings. Psychology of Music publishes peer-reviewed papers directed at increasing the scientific understanding of any psychological aspect of music. These include studies on listening, performing, creating, memorising, analysing, describing, learning, and teaching, as well as applied social, developmental, attitudinal and therapeutic studies. Special emphasis is placed on studies carried out in naturalistic settings, especially those which address the interface between music psychology and music education.
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