2017
DOI: 10.5406/bulcouresmusedu.213.0053
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The Effect of Middle School Music Ensemble Participation on the Relationship Between Perceived School Connectedness, Self-Reported Bullying Behaviors, and Peer Victimization

Abstract: The purpose of this study was to examine the effect of middle school music ensemble participation on the relationship between school connectedness, bullying perpetration, and peer victimization. Participants (N = 470) selected for this study attended 2 middle schools located in central Illinois and voluntarily responded to the questionnaire by self-reporting demographic information, including their enrollment in a music course, and their behaviors as perpetrators and victims. Data were secured from a large-sca… Show more

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Cited by 9 publications
(9 citation statements)
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References 97 publications
(213 reference statements)
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“…Fernandez-Morante (2018) states that this is owing to the fact that the issue is probably seen as "taboo." Some studies focus on peer bullying in music classes (Carter, 2011;Silveira & Hudson, 2015;Taylor, 2011) or the bullying of students in music ensembles (Elpus & Carter, 2013Rawlings, 2015). Only a few studies focus on abuse in professional music education settings, conservatories, or musical ensembles (Baker, 2016;Fernandez-Morante, 2018;Pace, 2015a;2015b).…”
Section: Abuse In Music Classmentioning
confidence: 99%
“…Fernandez-Morante (2018) states that this is owing to the fact that the issue is probably seen as "taboo." Some studies focus on peer bullying in music classes (Carter, 2011;Silveira & Hudson, 2015;Taylor, 2011) or the bullying of students in music ensembles (Elpus & Carter, 2013Rawlings, 2015). Only a few studies focus on abuse in professional music education settings, conservatories, or musical ensembles (Baker, 2016;Fernandez-Morante, 2018;Pace, 2015a;2015b).…”
Section: Abuse In Music Classmentioning
confidence: 99%
“…For the exogenous latent variables, we selected variables that refer to the evaluation of the adolescents themselves about their relationships at school, with other agents (classmates, teachers, managerial staff, and other school staff) and the relation between families and the center ("relationships at school"). As verified by the studies of Foster et al (2017), Hong, Lee, et al (2014) and Rawlings (2015), the choice of this variable is given for school connectedness as a fundamental protection factor to prevent situations of bullying, given that "bully perpetration and victimization is concurrently and longitudinally associated with low levels of school connectedness and student engagement with his/her close context" (Cortés-Pascual, et al 2019, p.3). All the previous authors start from Bronbrenbrenner's (1979) ecological model, which explains that the actors involved in aggressions at school (as victims, aggressors or bystanders) can be considered to be the cause of the relationships or the lack of them at the microsystemic (relationships with a group of equals, family, or teachers) (Yang, 2005), mesosystemic (relationships that occur between microenvironments) (Harris & Petrie, 2003), exosystemic (viewers who do not participate directly although they witness violence) (Shin, 2000) and macrosystem (alluding to the culture of individualization, aggression and absolute imposition) levels (Santoyo Castillo & Frías, 2014).…”
Section: Protective Interactions and Beliefs As Elements Of The Prevementioning
confidence: 99%
“…Therefore, if middle school music ensemble students may be more likely to be targets of victimization, homophobic in nature or otherwise, and feeling unsafe at school, then research is needed to determine the prevalence of these behaviors. Furthermore, the aforementioned studies and Rawlings (2017) suggest an ecological approach to examining data is a necessary analytic protocol.…”
Section: Peer Victimization In Music Educationmentioning
confidence: 99%