Page 267 - Glasbenopedagoški zbornik Akademije za glasbo v Ljubljani / The Journal of Music Education of the Academy of Music in Ljubljana, leto 12, zvezek 25 / Year 12, Issue 25, 2016
P. 267
Katarina Habe, Ana Smolnikar, DEJAVNIKI OBLIKOVANJA GLASBENE SAMOPODOBE ...
Šimnic Novak, Urška. 2016. Uèna samopdoba, atribucije in pojmovanje uènih
sposobnosti uèencev drugega triletja osnovne šole. Magistrsko delo. Ljubljana:
Pedagoška fakulteta.
Vispoel, Walter. 2003. Measuring and understanding self-perceptions of musical
ability. V H.W.Marsh, R.G.Craven, & D.M. McInerney (Ur.), International advances
in self-research, l. 1, str. 151–180. Greenwich, CT: Information Age.
West. 2013. Motivating music students: A review of the literature. Update, l. 31, str.
11–19.
Youngs, Bettie B. 2000. Šest temeljnih prvin samopodobe: kako jih razvijamo pri
otrocih in uèencih: priroènik za vzgojitelje in uèitelje v vrtcih, osnovnih šolah in
srednjih šolah. Ljubljana: Educy.
Summary
Success in different domains of our life is significantly influenced by our self-image,
which on the other hand is an important predictor of our psychological well-being. Music
school is a place, where a child can develop a solid sense of self and gain feelings of
competence through positive music experiences. Systematic development of musical
skills demands a high degree discipline, self-regulation and offers a child many
opportunities for self-reflection and self-growth. For many children music school
represents a social environment, where she/he can develop positive self-identity. Sadly,
for some children music school can also be a highly frustrating and stressful environment
that can produce negative self-image and results in quitting a music school. In the process
of development of music self-image, the role of a music teacher is one of the key factors.
Music self-concept (Vispoel, 2003) integrates perceptions, beliefs and self-schemas about
a person’s musical abilities and potential (Schnare, MacIntyre & Douchette, 2012). On the
grounds of Shavelson model of self-concept (Shavelson, Hubner & Stanton, 1976) we
could define music self-image as an academic part of a global self-image. Costa-Giomi
(2004) reported significant increase in global self-esteem in children that were actively
involved in piano playing. Music self-concept effects on many musicopsychological
outcomes; it is an important predictor of intrinsic motivation for practice (Schmidt, 2005;
West, 2013), higher levels of effort and performance in musical activity (Schmidt, 2005).
A study (Šeško & Habe, 2013) conducted on Slovenian secondary school pupils had
revealed that pupil’s self-image and self-efficacy are strongly connected to pupil’s grades
in music lessons in secondary school. The relationship between grades in instrumental
practice in music schools and self-image was not established, but on the other hand there
was a strong connection between grades in instrumental practice in music schools and
music self-efficacy. Positive self—image and self-efficacy were more expressed in
individuals who attended music schools.
On the theoretical grounds of previous research findings, we wanted to explore musical
self- image of pupils attending basic music schools in Slovenia. Our purpose was to
develop and validate an instrument for measuring musical self-image (Smolnikar, 2015)
and to establish the role of different factors in developing musical self-image.
267
Šimnic Novak, Urška. 2016. Uèna samopdoba, atribucije in pojmovanje uènih
sposobnosti uèencev drugega triletja osnovne šole. Magistrsko delo. Ljubljana:
Pedagoška fakulteta.
Vispoel, Walter. 2003. Measuring and understanding self-perceptions of musical
ability. V H.W.Marsh, R.G.Craven, & D.M. McInerney (Ur.), International advances
in self-research, l. 1, str. 151–180. Greenwich, CT: Information Age.
West. 2013. Motivating music students: A review of the literature. Update, l. 31, str.
11–19.
Youngs, Bettie B. 2000. Šest temeljnih prvin samopodobe: kako jih razvijamo pri
otrocih in uèencih: priroènik za vzgojitelje in uèitelje v vrtcih, osnovnih šolah in
srednjih šolah. Ljubljana: Educy.
Summary
Success in different domains of our life is significantly influenced by our self-image,
which on the other hand is an important predictor of our psychological well-being. Music
school is a place, where a child can develop a solid sense of self and gain feelings of
competence through positive music experiences. Systematic development of musical
skills demands a high degree discipline, self-regulation and offers a child many
opportunities for self-reflection and self-growth. For many children music school
represents a social environment, where she/he can develop positive self-identity. Sadly,
for some children music school can also be a highly frustrating and stressful environment
that can produce negative self-image and results in quitting a music school. In the process
of development of music self-image, the role of a music teacher is one of the key factors.
Music self-concept (Vispoel, 2003) integrates perceptions, beliefs and self-schemas about
a person’s musical abilities and potential (Schnare, MacIntyre & Douchette, 2012). On the
grounds of Shavelson model of self-concept (Shavelson, Hubner & Stanton, 1976) we
could define music self-image as an academic part of a global self-image. Costa-Giomi
(2004) reported significant increase in global self-esteem in children that were actively
involved in piano playing. Music self-concept effects on many musicopsychological
outcomes; it is an important predictor of intrinsic motivation for practice (Schmidt, 2005;
West, 2013), higher levels of effort and performance in musical activity (Schmidt, 2005).
A study (Šeško & Habe, 2013) conducted on Slovenian secondary school pupils had
revealed that pupil’s self-image and self-efficacy are strongly connected to pupil’s grades
in music lessons in secondary school. The relationship between grades in instrumental
practice in music schools and self-image was not established, but on the other hand there
was a strong connection between grades in instrumental practice in music schools and
music self-efficacy. Positive self—image and self-efficacy were more expressed in
individuals who attended music schools.
On the theoretical grounds of previous research findings, we wanted to explore musical
self- image of pupils attending basic music schools in Slovenia. Our purpose was to
develop and validate an instrument for measuring musical self-image (Smolnikar, 2015)
and to establish the role of different factors in developing musical self-image.
267
