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What Brings You Here? Contextual Influences on Musical Engagement.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
What Brings You Here? Contextual Influences on Musical Engagement./
作者:
Durbin, Allison Hayley Reisinger.
面頁冊數:
1 online resource (173 pages)
附註:
Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
Contained By:
Dissertations Abstracts International85-01A.
標題:
Music education. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30417395click for full text (PQDT)
ISBN:
9798379761752
What Brings You Here? Contextual Influences on Musical Engagement.
Durbin, Allison Hayley Reisinger.
What Brings You Here? Contextual Influences on Musical Engagement.
- 1 online resource (173 pages)
Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
Thesis (Ph.D.)--University of Maryland, College Park, 2023.
Includes bibliographical references
The purpose of this study was to test a conceptual model of contextual influences on 7th graders' musical engagement in school. Inspired by Bronfenbrenner's bioecological theory of human development, I devised a conceptual model to represent contextual factors that interact in a person's world to influence their own music making. I used restricted-use data from the Longitudinal Study of American Youth Third Cohort 2015-2016 to determine what personal and familial characteristics were associated with students' enrollment in different types of school music classes during their 7th grade year in order to test my proposed contextual model.I used a multinomial logit model to conduct the analysis in order to ascertain which individual-level and familial characteristics were associated with 7th graders enrollment in four different categories of music courses: (a) no music courses, (b) non-band/orchestra/choir (BOC) music courses, (c) choir, or (d) band/orchestra. The restricted-use data from the LSAY Third Cohort contained student-produced responses of the types of music courses they were currently enrolled in as well as questions about their musical habits at home. The data set also contained a caregiver questionnaire that contained questions about the caregiver's musical engagement with their own child.Results of the analysis supported the proposed conceptual model and indicated a multitude of characteristics that are associated with 7th graders' enrollment in varying types of music courses. Different covariates were significantly associated with different types of music course enrollment. As such, students enrolled in school music courses should not be considered as a collective. The results from this study support previous research that there is not a singular profile of student who enrolls in different types of music classes (Elpus & Abril, 2019).
Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023
Mode of access: World Wide Web
ISBN: 9798379761752Subjects--Topical Terms:
3168367
Music education.
Subjects--Index Terms:
BronfenbrennerIndex Terms--Genre/Form:
542853
Electronic books.
What Brings You Here? Contextual Influences on Musical Engagement.
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The purpose of this study was to test a conceptual model of contextual influences on 7th graders' musical engagement in school. Inspired by Bronfenbrenner's bioecological theory of human development, I devised a conceptual model to represent contextual factors that interact in a person's world to influence their own music making. I used restricted-use data from the Longitudinal Study of American Youth Third Cohort 2015-2016 to determine what personal and familial characteristics were associated with students' enrollment in different types of school music classes during their 7th grade year in order to test my proposed contextual model.I used a multinomial logit model to conduct the analysis in order to ascertain which individual-level and familial characteristics were associated with 7th graders enrollment in four different categories of music courses: (a) no music courses, (b) non-band/orchestra/choir (BOC) music courses, (c) choir, or (d) band/orchestra. The restricted-use data from the LSAY Third Cohort contained student-produced responses of the types of music courses they were currently enrolled in as well as questions about their musical habits at home. The data set also contained a caregiver questionnaire that contained questions about the caregiver's musical engagement with their own child.Results of the analysis supported the proposed conceptual model and indicated a multitude of characteristics that are associated with 7th graders' enrollment in varying types of music courses. Different covariates were significantly associated with different types of music course enrollment. As such, students enrolled in school music courses should not be considered as a collective. The results from this study support previous research that there is not a singular profile of student who enrolls in different types of music classes (Elpus & Abril, 2019).
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