Music Achievement, Self-Esteem, and Aptitude in a College Songwriting Class

Tami J. Draves

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Diverse Music Education Insights Education, Achievement, and Giftedness Music Education and Analysis

Abstract

Abstract The purpose of this mixed-methods study was to examine the relationships between music achievement y musical self-esteem, and music aptitude of subjects (N = 20) in a songwriting course for undergraduate non-music majors. Criterion measures used were Advanced Measures of Musical Audiation, Self-Esteem of Musical Ability, and ratings of subjects’ original compositions. Two judges rated the compositions using a researcher-designed rating scale. Journals kept by students throughout the semester were coded and analyzed for the following themes related to musical self-esteem: Personal Desire/Interest, Support/Recognition from Others, and Perceived Music Ability. Significant relationships (p < .05) were found between all criterion measures. With encouragement from teachers and opportunities for social music-making more students may develop a greater interest in music, achieve at higher levels, and be more likely to continue music instruction. Replication with larger samples, samples of different age levels, and in other geographic areas is recommended.

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2018Detroit Youth Speak Back: Rewriting Deficit Perspectives Through Songwriting 2019“Give me actual music stuff!”: The nature of feedback in a collegiate songwriting class 2015Composition in Music Education: A Literature Review of 10 Years of Research Articles Published in Music Education Journals 2017Development and Validation of a Music Self-Concept Inventory for College Students 2019Meta-Analytic Evidence of the Criterion Validity of Gordon’s Music Aptitude Tests in Published Music Education Research 2021Teaching methods that foster self-efficacy belief: Perceptions of collegiate musicians from the United States 2021Developing a Child and Adolescent Chorister Engagement Survey: Probing Perceptions of Early Collective Experiences and Outcomes 2025Student self-esteem in music education contexts: a systematic literature review

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