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Music self-concept and self-esteem formation in adolescence: A comparison between individual and normative models of importance within a latent framework
Scalas, L. Francesca Marsh, Herbert W. Vispoel, Walter Morin, Alexandre J. S. Wen, Zhonglin
Scalas, L. Francesca
Marsh, Herbert W.
Vispoel, Walter
Morin, Alexandre J. S.
Wen, Zhonglin
Abstract
We examined the possible effects of six dimensions of music self-concept on determination of self-esteem, through the application of models based on individual and normative-group importance. Previous studies have supported the individual model of importance in narrowly defined self-domains such as spiritual self-concept that might be unimportant for most people, but very important for some people. However, results from more recent studies of spiritual, academic, and physical self-concepts involving latent variable methodologies support the normative-group model. Here, we extended the use of latent variable methods to music self-concept using a sample of 512 junior high students (11–16 years old). Our results for music-reading skills supported the individual importance model rather than the normative-group importance model. Additional results revealed that singing, instrument playing, and the importance of instrument playing had direct rather than interactive linkages with self-esteem. Collectively, these results highlight differential effects of performance (singing, instrument playing) and knowledge (reading) on self-esteem, and imply that strategies to enhance self-esteem may vary within different domains of music instruction and participation. At a more general level, the findings together with those from previous studies indicate that interconnections between specific and global aspects of self-concept vary across domains and are more complex than previously thought.
Keywords
importance, latent interactions, music self-concept, normative, weighted average
Date
2017
Type
Journal article
Journal
Psychology of Music
Book
Volume
45
Issue
6
Page Range
763-780
Article Number
ACU Department
Institute for Positive Psychology and Education
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled