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Effect of music education on early adolescents' ...

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Effect of music education on early adolescents' adaptive skills, health-enhancing behaviors, and self-efficacy

Name:Personal
Root Wilson, Kimberly Role :Text(marcrelator)
creator

Name:Personal
Hess, Robyn S Role :Text(marcrelator)
thesis advisor

Name:Personal
Bardos, Achilles N Role :Text
committee member

Name:Personal
Harding, Robert A Role :Text
committee member

Name:Personal
Murdock, Jennifer L Role :Text
committee member

Name:Corporate
Applied Psychology & Counselor Education Role :Text(marcrelator)
sponsor

Name:Corporate
University of Northern Colorado Role :Text(marcrelator)
degree grantor

typeOfResource
text genre(marcgt)
Thesis
Origin Information Place

University of Northern Colorado (keyDate="yes")
2009-08 Place :Text
Greeley (Colo.)
2009-08

Language :Text
English

Physical Description
160 pages
born digital

abstract
The present study investigated the relationship between early adolescents' participation in middle school music programming and behavioral and emotional functioning. Specifically, the association between students' music involvement and the practice of certain healthy behaviors (diet, exercise, seatbelt use, helmet use, and sleep), adaptive skills (interpersonal relations, relationship with parents, self-esteem, and self-reliance) as well as levels of self-efficacy was examined. Based upon previous research demonstrating positive effects of participation in extracurricular activities on the above mentioned constructs, it was hypothesized that similar findings would emerge for those students involved in school-based music programs. The development of health behaviors, adaptive behaviors, and high levels of self-efficacy are thought to be important in preventing and intervening with many of the obstacles youth face educationally, behaviorally, and emotionally. Participants included 207 fifth through eighth grade students from two school districts in Western Massachusetts. Specifically, members of the school music program (band, choir) and a group of their peers who did not participate in the school music program were assessed. All participants completed a demographic questionnaire as well as the following battery of instruments: the Health-enhancing Behaviors Index, the Behavior Assessment System for Children, Second Edition, and the Self-efficacy Scale. Results suggested that students involved in music programming significantly differed in relation to their health behaviors, with music students reporting higher levels of health-enhancing behaviors than non-music students for one school. Groups did not differ in regards to their self-reported levels of adaptive behaviors or self-efficacy. Further, gender, as well as length and breadth of music participation did not appear to contribute to the significant differences in health-enhancing behavior scores. Limitations to the current study and recommendations for future research are discussed as they pertain to music education and adolescent wellness. note
Related Item :series

Related Item :thesis(displayLabel="Degree Type")
doctoral

Related Item :thesis(displayLabel="Degree Name")
Ph.D.

identifier:Local
RootWilson_unco_0161N_10009.pdf
Location (usage="primary display")
http://hdl.handle.net/10176/cogru:114

accessCondition:useAndReproduction
Copyright is held by the author.
Record Information languageOfCataloging :Text(ISO639-2B)
English :Code(ISO639-2B)
eng

note:admin
 note:bibliography
 note:thesis(displayLabel="Degree Type")
PhD note:thesis(displayLabel="Degree Name")
doctoral
Subject

Subject

Subject Name:Personal

Subject Name:Corporate

Subject

accessCondition:restrictionOnAccess
Title Information:Alternative


Subject
Education

Subject
Educational Psychology