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An observational study of flow exper...

University of Southern California.

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An observational study of flow experience in young children's music learning.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An observational study of flow experience in young children's music learning./
作者:	Custodero, Lori Almeida.
面頁冊數:	203 p.
附註:	Source: Dissertation Abstracts International, Volume: 59-05, Section: A, page: 1502.
Contained By:	Dissertation Abstracts International59-05A.
標題:	Education, Early Childhood. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9835142
ISBN:	9780591885712

An observational study of flow experience in young children's music learning.
Custodero, Lori Almeida.

An observational study of flow experience in young children's music learning. - 203 p.

Source: Dissertation Abstracts International, Volume: 59-05, Section: A, page: 1502.

Thesis (D.M.A.)--University of Southern California, 1997.

This study investigated young children's music learning processes in a classroom environment through observations based on Csikszentmihalyi's (1975, 1988, 1990, 1997a) model of flow experience, a paradigm based on the individual's perception of high challenge and high skill for a given activity. Participants included a class of eleven 4- and 5-year-old children in the beginning months of parent participative music instruction at a private music school.

ISBN: 9780591885712Subjects--Topical Terms:

1017530
Education, Early Childhood.

An observational study of flow experience in young children's music learning.
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100 1 $a Custodero, Lori Almeida. $3 1058164
245 1 3 $a An observational study of flow experience in young children's music learning.
300 $a 203 p.
500 $a Source: Dissertation Abstracts International, Volume: 59-05, Section: A, page: 1502.
502 $a Thesis (D.M.A.)--University of Southern California, 1997.
520 $a This study investigated young children's music learning processes in a classroom environment through observations based on Csikszentmihalyi's (1975, 1988, 1990, 1997a) model of flow experience, a paradigm based on the individual's perception of high challenge and high skill for a given activity. Participants included a class of eleven 4- and 5-year-old children in the beginning months of parent participative music instruction at a private music school.
520 $a Since conventional flow studies utilized self-reporting methodology, a measurement tool for recording observed flow in preschoolers was developed: the Flow Indicators in Musical Activities (FIMA) form. Eight 1-hour classes were videotaped and analyzed via event sampling; events were defined musical activities including ear training, keyboard playing, singing, rhythm and skill games, storytelling, and writing. Data revealed a total of 142 observable events coded for between 1 and 11 children, resulting in 472 FIMA entries. Reliability was established in a comparison of percentages of agreement between 2 independent coders.
520 $a Factor analysis of 9 Affective indicators resulted in 4 discrete dimensions of experience similar to those found in previous flow studies: Affect (happiness + cheerfulness + excited), Potency (alert + involved + active), Self-concept (satisfied + successful) and Comfort. Factor analysis of 8 Behavioral indicators resulted in 3 discrete dimensions specific to this study of young children: Behavior (skill + 3 operationalizations of flow--anticipation, expansion, and extension); Challenge (challenge + adult awareness); and Imitation (imitation + peer awareness). Multiple regression analyses showed Potency, Self-concept, Behavior, and Challenge to significantly predict flow.
520 $a Using the flow-predicting dimensions as signifiers of flow experience, ANOVA tests were run comparing general characteristics of musical events. Findings showed the most flow to exist in the longest (7 minute) activities, the moderately familiar activities (2-4 weeks), the one-on-one social context, and the individual student keyboard location.
520 $a Comparisons of experience between specific musical events showed activities characterized by multi-sensory involvement, unambiguous feedback, and perceived opportunities for action facilitated the most flow; these included the Major/minor and Hide-a-note games as well as Keyboard playing. Data also suggested a model for flow-facilitating adult intervention strategies.
590 $a School code: 0208.
650 4 $a Education, Early Childhood. $3 1017530
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Music. $3 1017808
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690 $a 0522
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710 2 $a University of Southern California. $3 700129
773 0 $t Dissertation Abstracts International $g 59-05A.
790 $a 0208
791 $a D.M.A.
792 $a 1997
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9835142