Musical elite gymnasia as learning environments and settings for personality development in secondary students? The case of musical self-concept.

Beitrag in einer Fachzeitschrift


Details zur Publikation

Autorinnen und Autoren: Fritzsche E, Pfeiffer W, Kröner S
Zeitschrift: Psychological Test and Assessment Modeling
Verlag: Pabst Science Publishers
Jahr der Veröffentlichung: 2015
Band: 57
Seitenbereich: 236-261
ISSN: 2190-0493
eISSN: 2190-0507


Abstract


Elite gymnasia with a main focus on musical education are special institutional learning environments for the students attending those schools: Their curricula differ considerably from those of non-specialized schools regarding the emphasis that is placed on musical activities. Thus, if effects of intensive musical education on personality development proposed in musical education research are to be found, then examining students from such elite schools seems pertinent. However, beyond institutional impact, effects of variables from the students’ individual learning environment are to be expected. Thus, reanalysing data from Bernecker, Haag and Pfeiffer (2006), we investigated effects of both the institutional and the individual learning environment on different facets of the self-concept of ability with n = 509 students from 91 classes including class-levels 5 to 10 (corresponding to an age of 10 to 16 years). Classes we re located either at musical elite gymnasia providing intensive musical education and including the opportunity to participate in an internationally recognised choir or at non-specialized gymnasia without such an elite musical profile. As expected, multilevel analyses revealed strong effects of school type (i.e., institutional effects) on musical activities. However, in line with Schellenberg (2006), our results did not provide evidence either for substantial institutional effects on the musical self-concept, or for such effects on the academic or general self-concept. Rather, variance in self-concept facets could better be explained via aspects of

the individual learning environment or by personal characteristics like school grades or the intrinsic value of musical activities. The implications for potential effects of attending a musical elite gymnasium on personality development as well as avenues for further research are discussed.



FAU-Autorinnen und Autoren / FAU-Herausgeberinnen und Herausgeber

Fritzsche, Eva Dr.
Lehrstuhl für Empirische Bildungsforschung
Kröner, Stephan Prof. Dr.
Lehrstuhl für Empirische Bildungsforschung
Pfeiffer, Wolfgang Prof. Dr.
Professur für Musikpädagogik


Forschungsbereiche

Musikalisches Selbstkonzept
Professur für Musikpädagogik
Kultur und empirische Bildungsforschung
Lehrstuhl für Empirische Bildungsforschung
Bildung als Transformation
Forschungsschwerpunkt einer Fakultät: Philosophische Fakultät und Fachbereich Theologie


Zitierweisen

APA:
Fritzsche, E., Pfeiffer, W., & Kröner, S. (2015). Musical elite gymnasia as learning environments and settings for personality development in secondary students? The case of musical self-concept. Psychological Test and Assessment Modeling, 57, 236-261.

MLA:
Fritzsche, Eva, Wolfgang Pfeiffer, and Stephan Kröner. "Musical elite gymnasia as learning environments and settings for personality development in secondary students? The case of musical self-concept." Psychological Test and Assessment Modeling 57 (2015): 236-261.

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Zuletzt aktualisiert 2018-11-08 um 00:43