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self-identity and singing ((Shouldice, 2014) the purpose of this study was…

- - - - (from Shouldice, 2014) Several researchers have found that musical competence beliefs are higher among younger children than older children and/or higher among girls the boys (Austin and Vispoel, 2000; Eccles et al., 1993; Freedman-Doan et al. 2000; McPherson and O'Neil, 2010; Wigfield and Harold, 1991; Wigfield et al., 1997).
        
        (from Shouldice, 2014) In a four-year longitudinal study of elementary school children, the results of which were reported in a variety of publications, (Eccles et al., 1993; Freedman-Doan et al. 2000; Wigfield and Harold, 1992; Wigfield et al. 1997), one group of researchers found that younger children had more positive perceptions of their musical ability than older children, and girls had more positive perceptions of their musical ability than boys.
        
        (from Shouldice, 2014) Although Austin and Vispoel (2000) also found that girls' self-perceptions of their musical abilities were significantly higher than those of boys in kindergarten through grade 2, they found no statistically significant grade level or race differences in the students' musical ability self-perceptions.
        
        (from Shouldice, 2014) More recently McPherson and O'Neil (2010) surveyed musical competence beliefs of over 24,000 students (ages 9-21) from eight countries and found that, on average, students' musical competence beliefs dropped significantly with age. Additionally, the competence beliefs of females were higher than those of males, and 'music learners' those who indicated they were taking formal music lessons inside or outside of school) had higher competence beliefs than 'non-music learners'.
        
        (from Shouldice, 2014) Musical self-efficacy also relates to musical competence beliefs. Ritchie and Williamon (2011) used the self-efficacy for music learning questionnaire to measure the amount of confidence children (7-9 years) had that they could complete various tasks. Results showed that musical self-efficacy scores were significantly higher for girls than boys and for those who had 'regular music tuition' than those who did not have these experiences. However, as with Eccles et al. it should be noted that the completion of a lengthy survey in a group setting was likely to be difficult for such young students, despite having the surveys read aloud.
        
        attribution theory-causes for success or failure.(from Shouldice, 2014)
        
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  - - - The development of identity, including musical identity, is shaped by the complex interaction of a multitude of factors. Not only is a child's identity shaped by the immediate influences of home and school but also by larger influences, such as the mass media and even culture at large (Bronfenbrenner, 1977). (introduction). It was clear from the responses of the participants in the current study that the development of their musical identities (as indicated by their perceptions of themselves as good musicians) is strongly shaped by these influences in both positive and negative ways.
        
        (from Shouldice, 2014) Students' definitions of what it means to be a 'good musician' might differ across vaping contexts and modes of music-making. For example, responses from some of the children in this study suggest that they may see 'school music' and music outside of school as two different things and thus as having different criteria for 'good musician-hood'. Findings of the current study suggest that young children hold a variety of definitions for what it means to be a 'good musician'. These definitions may fluctuate over time and may be influenced by children's own experiences, both inside and outside of school.
      - Age: Children's perceptions of themselves as good musicians were stronger among younger students, similar to the findings of previous studies (Eccles et al., 1993; Randles, 2011; Wigfield et al, 1997; Wigfield and Harold, 1992).
        
        (Wigfield and Harold, 1992) is a longitudinal study, approximately 850 children were from grade 1,2,4. majority of the children are white and are from lower middle - class to middle class socio-economic backgrounds. children from 10 different elementary school in four districts. the child questionnaire assessed children's perceptions of ability and achievement values about mathematics, reading, computer, music, sports, and social activities, and many other constructs, including children's general self-esteem by children questionnaire assessing their achievement self-perceptions in the second year to the project. Questions tapping children's perceptions of their ability in each domain included items assessing perceived competence, expectancies for future success, ease of learning new things, and perceptions of the difficulty of the activity. Another questionnaire was filled by teachers, who rate children 's performance in each subjects. The questionnaire focused on the ir perceptions of children's talent or ability, effort, and the importance of quality performance to the child. Children's own beliefs about their ability showed that their perceptions of competence decreased across grade. The teachers' ratings of the children's abilities are related to the children's actual performance on aptitude measures tapping math, reading,and sports, not music.
        
        (Randles, 2011) the purpose of this study was to discover relationships in student perception what it means to be a 'good musician' across grade level, with regard to gender , and the difference of school culture. subjects 1219 were from grade 4 through 12 at a moderate-size, suburban school district in the midwestern United States. Subjects were administered an online researcher-devised survey protocol inquiring about areas of musicianship. Results indicate that a majority (56%) of students chose not to participate in school music, that student self-perceptions of being a good musician decreased in relationship to grade level (there is a increase trend from grade 4 to grade 5, but it decreased to grade 6) , that girls indicated being a good musician significantly more than boys (for grade 4 to 12), and the category 'performs/practives and instrument' was the most city response for each grade level. items of questionnaire: 1. performing/practicing instrument,2 performing/practicing singing,3. general music characteristics-listening-instrument pedagogy,4. personal effort-persistence-pay attention,5. talent,6. love of music-passion-desire-heart,7.money-profession-audience, 8. music as an aesthetic object,9. Fun-happy-enjoyment, 10. referential. 11. composes-improvises-writes songs,12 a person, 13, takes lessons-has a degree, 14 teachers. (some questions are same with sing Up). For grade 4. -6. Performing/practicing instrument, personal effort-persistence-pay attention, composes-improvises-writes songs (only 4 and 5), Love of music -passion-desire-heart (4); performing/practicing singing(456) but in a lower ratings; general music characteristics-listening-instrument pedagogy (456), money-profession-audience(4), referential (6)
      - (Eccles, et al., 1993) the study examined the development of children's self- and task perceptions during the elementary school years. 865 first-, second-, and fourth-grade children (ages 7-10) from 10 primary schools in semi-urban school districts, the children are from families with lower-middle-class to middle -class backgrounds. over 95% are white. completed questionnaires with seven Likert-scales assessing their perceptions of competence in, and valuing of, activities in several activities domains (math, reading, sports, and instrumental music). Factor analyses showed that age and gender differences :star:in children's beliefs showed that for all the activities except sports, younger children's (particularly the first graders) perceptions of competence and subjective task values were more positive than the beliefs of the older children. Boys had more positive competence beliefs and values than did girls for sport activities, and more positive competence beliefs and values than did girls for sport activities, and values than did boys for reading and music activities. The study showed that children's attitudes generally dropped by age. But there is sex differences on attitudes towards different tasks. Limitation:The music section of the questionnaire focused on children's self-identity on musical instruments. not singing. :red_cross:
        
        (McPherson, Gary, E and O'Neill, 2010) the study draws on an expectancy-value theoretical framework to examine the motivation (competence beliefs, values and task difficultu
        y). results reported that music as a school subject was valued less and received lower task difficulty ratings than other school subjects with the exception of art. :green_cross: Students reported higher competence for physical education :green_cross: and mother tongue :green_cross: compared to music and lower competence beliefs for mathematics and art. Females reported higher competence beliefs and values and lower task difficulty ratings for music, :star: art and mother tongue than males. Males reported higher competence beliefs and lower task difficulty ratings for physical education and mathematics. (same with Eccles, et al., 1993). children's self-value for music is not same with singing.
        
        (Ritchie and Williamon, 2011) the self-efficacy for musical learning questionnaire was adapted and tested with 404 aged from 7 to 9 primary school children to explore factor through exploratory factor analysis. Data were collected on children's prior music experience, extracurricular activities, and typical daily activities. The questionnaire focused on 1) children's prior music experience, including formal and informal musical experiences, time spent listening to and making music, as well as sports, watching tv, and playing wit friends, 2) the short Warwick edingburge mental well-being scale and 3) the strengths and difficulties questionnaire. 4) 11 statements about self-efficacy for concert. 'statement 3' If I cannot play the music for this concert at first, I will keep practicing until I can'. statement 5 'I am likely to give up getting ready for this concert before it happens'; statement 6: When I have something boring or tricky to do with learning for the concert, I can stick to it until I finish it'; statement 7: When I decide to do this concert, I go right to work on the music/''; these statements similar with some statements in Sing Up. The study reported that students having regular music tuition (to study an instrument or to sing) had notably higher scores than students having not these experiences, :check: which is supported by Bandura, (1977, 1986), girls' scores were higher than that of boys. :star: Pearson correlation coefficients were calculated. The author reported that no significant correlation between the socioeconomic categories of the children and self-efficacy scores. :star: There is positive relationships between the time spent listening to music, participating in individual sports, dancing, doing homework, reading for and self-efficacy for music learning scores. No significant differences in scores over a 9-month test -retest gap. The gender differences is supported by O'Neill, (1997). Contrast with adult, Welch et al. (2008) found no gender-specific differences in self-efficacy. :star:
- - - - (from Shouldice, 2014) Similarly, many children's definitions of a 'good musician' involved the idea of innate talent. while many students believed that practise and effort could enable anyone to be a good musician, some students believed that innate talent is necessary. While only 11% of the children in this study expressed a belief that innate talent is required to be a good musician, their word suggest that this may be a strongly held belief. Shouldice suggested that teachers and parents should be aware of the power that their words and actions have in shaping the musical ability beliefs and identities of children (Burnard, 2003; O'Neil, 2011; Widden, 2008; Wigfield et al., 1997) (relationships with school and home).
        
        ( Shouldice, 2014) actively taught to be unmusical (Small, 1998, p.210) Zack in the study of ( Shouldice, 2014) , his ability to rap and beat-box do not qualify him as a good musician. Zack like ly has received the message that the music he values and in which he excels (rap/hip-hop) is not considered 'real' music of 'good' music in his school music classes, as Zack believes he is not good at singing, which is the way 'real' music' is made in his music class. it suggested that the self-identity of music is different from self-identity of singing.
- - - - (from Jessica,2015) teachers' vocal transformation. Particularly in the pre-professional stage, a poor relationship between teacher and student can impact on students in relation on their self-confidence, their vocal technique and capacity and even their motivation to commit to a career in voice (Enns, 2004; O'Bryan, 2010). While assisting young singers to develop their voice is perhaps central to their role, teachers must also be able to mentor and champion singers, to nurture their creative talent, and to be intuitive about the singers' myriad issues throughout the learning and teaching process (Chapman, 2006).
        
        (from Jessica,2015) Young singers in training are for the most part interacting within the Conservatorium environment. Through engagement with peers, mentors, teachers .Belonging to a community of practice may be crucial to her vocal and mental health, motivation to learn, and general sense of wellbeing. Welch et al. (2008) note that ''an ideal institutional culture...facilitate academic, professional and personal development and foster[s] a supportive community of learning.'(p.3), while Moore, Burland, and Davidson (2003) suggest that developing musicians require social contact and support of their peers to avoid exhaustion. Kingsbury (1988) refers to the sometimes judgmental atmosphere of the Conservatorium, which he claims is due partly to a competitive environment between students, fostered by teachers. In a toxic learning environment, effective learning may be unattainable, which may have a negative effect on a student's self-esteem and motivation to learn.
        
        (from Jessica,2015) is a case study, investigate participant value, beliefs and practices in one-to-one tertiary classical singing lessons. by semi-structured interviews, using narrative inquiry methods to analyse the filmed singing lessons. Charlotte aged 25. Third year of Bachelor of Music degree and was 27 by the end of the study. conclusion while the conservatorium environment was not altogether a nurturing one and strong self-belief was difficult to maintain.**Teacher support, encouragement, **and being allowed time to develop her voice were factors identified as enabling her vocal transformation, affecting her sense of self and singer indentity.
        
        (Ibarra, 1999) this notion of identity negotiation is closely linked to debates in the literature about the stability or malleability of self-conceptions (e.g., Markus and Kunda, 1986; Markus and Wurf, 1987).
        
        (from Elorriaga, 2011) 'individuals develop their musical self-concept through the experiences they have in dealing with music. (Greenberg, 1970). :<3:
        
        (from Elorriaga, 2011) a student's self-appraisal is made in terms of what others think and feel about him or her. If the student receives positive feedback, then he or she is able to experience acceptance and success. Accomplishments and successful experiences are powerful influences in order to achieve a positive view of self.
        
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- - - - (Bandura, 1977) Bandura suggested that the cognitive self-efficacy could be developed through aspiration. Efficacious self-regulators invest activities with proximal challenges on their own by adopting goals of progressive improvement when they can get feedback of how they are doing (Bandura, 1991; Bandura & Cervone, 1983). the more their perceived efficacy is raised, the more they use the strategies in guiding their behaviour. the need to focus on progress rather than on distal products is particularly important for individuals who are convinced of their personal inefficacy and who need repeated self-persuasive evidence that they have what it takes for high attainments. It is easier to install beliefs of personal efficacy if the instruction and informative feedback centre on mastery of strategies that enable one to achieve progress rather than only on level of performance attainments. self-determination of goals may be more influential in the develpement of skills, especially for those who harbor doubts about their capabilities. Those who set no goals of improvement achieve no change and are outperformed by those who set themselves the challenging goal of bettering their past accomplishments.
        
        (Bandura, 1977) cultivating intrinsic interest through development of self-efficacy.Most of the gains people enjoy doing for their own sake originally held little or no interest for them. Children are not born innately interested in singing operatic arias, playing contrabassoons,, solving Mathematica; equations, writing sonnets, or propelling shot-put balls through the air. But with appropriate learning experiences, almost any activity, however trifling it may apprear to others, can be come imbued with consuming personal significant. Good instruction should promote interest as well as technical skill in subject matter.
        
        (Bandura, 1977) impact of performance feedback on perceived self -efficacy (supported by Wigfield and Harold, 1992). During instructional transactions, teachers repeatedly convey evaluations of their students both directly and indirectly. In the explicit evaluations, they rate their students' academic performances, comment on the causes of their success and failures, and compare their standing among their classmates. They include the differential attention paid to students. teachers' evaluative reactions can influence students' judgements of their capabilities and scholastic performances (Jones, 1977, Meyer, 1992, Rosenthal, 1978). Not surprisingly, students' appraisal their academic capabilities are closely related to teachers' judgements of them (Rosenholtz & Simpson, 1984).
      - (Bandura, 1986) self-efficacy influences )the choices we make, 2) motivation, 3) thinking and other cognitive process.