A latent state-trait theory analysis of responses to multidimensional self-concept inventories

Vispoel, Walter P.; Xu, Guanlan; Schneider, Wei S.; Kilinc, Murat S.; Ming-qin, Zhang; Hong, Hyeri

doi:10.1037/e505142022-001

Cited by 1 publication

(2 citation statements)

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“…Other factors, such as music grade, elective instrumental training, and duration of instrumental training, did not show significant effects on students' SC. This discovery contradicts earlier findings concerning after-school and elective music education within schools, which had previously affirmed the significance of musical self-perception in both music learning and the ability to persevere in music education [14,44,48,70,71]. The possible reason may be that SC is influenced by individual differences, and the impact of these factors on SC may vary greatly among individuals, making it challenging to detect significant effects at a group level.…”

Section: Discussioncontrasting

confidence: 78%

“…Instrumental play was found to be the most significant factor in musical SC, and perceived low skills in instrumental performance were combined with a lower self-esteem. Vispoel's [45] results support previous findings with regard to the role of domain importance effects in musical SC [39,47,48]. This implies that global self-esteem has a weaker relationship with musical SC if an individual considers being educated in music less important.…”

Section: Self-conceptsupporting

confidence: 81%

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The Dynamics of Mastery Motivation and Its Relationship with Self-Concept in Music Education

Janurik

Kis

et al. 2023

Behavioral Sciences

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Musical education hinges on students’ mastery motivation and self-concept, which are crucial for effective musical learning. Despite the acknowledgement of their individual importance, the relationship between these factors within music education remains unexplored. Hence, this study aimed to investigate the dynamics of mastery motivation (MM) and its relationship with self-concept (SC) in the context of music education. A survey was administered to 139 Hungarian grade 7 students, employing a musical MM questionnaire, a musical SC inquiry, and the collection of demographic information collection. We employed descriptive statistics (IBM SPSS 23), a Rasch analysis (WINSTEPS), and correlational and regression analyses (R programming and SmartPLS4) for data analysis. The findings demonstrated that the utilized instruments were reliable and valid in measuring students’ MM and SC in music education. This study revealed a strong positive correlation (r = 0.778) between students’ MM and SC, with moderate to strong inter-relationships among various subfactors. Furthermore, comparisons unveiled significant disparities in musical MM across school levels, with higher MM and SC observed among female students. Furthermore, gender, a musical family background, and awareness of musical lesson usefulness were predictive factors for both students’ MM and SC within music education. This study provides valuable insights for professionals and policy makers to enhance music education, nurturing students’ musical growth effectively. By understanding the relationship between MM and SC and considering predictive factors, stakeholders can develop strategies that optimize the impact of music education on students’ musical development.

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