Adolescent Self-Theories of Singing Ability Within a Choral Hierarchy

Abstract

The purpose of this study was to explore adolescent self-views of singing ability through both implicit theories (i.e., fixed mindset and growth mindset) and self-concept meaning systems in the context of a choral hierarchy. Using a survey instrument modified from Dweck (1999) to measure self-theories of singing ability, I gathered data from middle and high school participants currently enrolled in a hierarchical choral structure. I analyzed descriptive statistics of survey responses to items designed to measure implicit theories of singing ability, singing self-concept, and goal orientation and differences among participants by ensemble placement in implicit theory and self-concept scores. In addition to these quantitative measures, I coded open-ended responses to two failure scenarios and examined participant responses by ensemble and gender. Both implicit theory and self-concept scores were higher for participants at the top of the choral hierarchy. Open-ended responses indicated that failure scenarios were associated with lowered self-concept and shame in ensemble placement, especially for female-identifying participants.

Research-to-Resource: Two Motivation Frameworks for Encouraging School Choral Participation

“…This trend is consistent with research on school academic tracking, where students are well-aware of the status and perceptions of their academic track, which inevitably influences their school engagement and how they view their prospects of success in the future (Cowell & Glossenger, 2021; Verhoeven et al, 2019). Therefore, it may be helpful to contemplate the right balance between hierarchy and open participation in choral programs (Adams, 2020). One approach might be to provide leadership opportunities in lower-division ensembles if students are not accepted into upper-division ensembles.…”

“…Psychological costs are a broad category of personal, emotional, or social costs (e.g., anxiety, embarrassment, and acting outside a social identity). Some evidence indicates there are psychological costs for not auditioning into upper-level choral groups, leading some students to cease choir involvement (Adams, 2020). This trend is consistent with research on school academic tracking, where students are well-aware of the status and perceptions of their academic track, which inevitably influences their school engagement and how they view their prospects of success in the future (Cowell & Glossenger, 2021; Verhoeven et al, 2019).…”