Relationships among Parental Influences, Selected Demographic Factors, Adolescent Self-Concept as a Future Music Educator, and the Decision to Major in Music Education

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Edward Richard McClellan (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Advisor
Donald Hodges

Abstract: The purpose of this study was to determine relationships among parental influences, selected demographic factors, academic achievement, adolescent self-concept as a future music educator, and the decision to major in music education. Although the home and family have been found to influence the decision to become a music educator, literature that specifically addresses contributions of parents toward adolescent self-concept as a future music educator and the decision to major in music education is limited. The current study investigated (1) relationships among parental influences, academic achievement, and adolescent self-concept as a future music educator, (2) whether parental influences, academic achievement, and demographic factors contribute to undergraduate students' self-concept as a future music educator, and (3) significant differences that exist in undergraduate students' self-concept as a future music educator due to select demographic factors and perceived parental influences. The Parental Influence on Self-Concept as a Music Educator Survey (PISCAMES), a self-report rating scale, was constructed to gather information on parental involvement, parental influence on decision to major in music education, and self-concept as a music educator. Subjects (N = 148) were volunteer undergraduate music education students enrolled in North Carolina and Idaho during the 2007 academic spring term. Subjects' class ranks ranged from freshman to senior; individuals were registered as full time, instrumental and/or choral music education majors. Each subject completed the PISCAMES and data were examined using descriptive analysis, correlational analysis, stepwise multiple regression analysis, and analysis of variance. Parental influences are found to be related to self-concept as a music educator, parental influence on decision to major in music education contributes to the development of self-concept, and increases in self-concept as a future music educator are influenced by differences in parental influence. Specifically, parents' feelings regarding successful completion of education and musical ability necessary to be a successful music educator have significant (p < .001) impact on their son's/daughter's self-concept as a future music educator.

Additional Information

Publication
Dissertation
Language: English
Date: 2007
Keywords
Parental Influences, Demographic and Academic Achievement Factors, Adolescent, Self-Concept, Future Music Educator, Decision to Major in Music Education