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SUMMARY:How we become musically sophisticated: A gap in the literature and
  a new research perspective - Dr. Daniel Müllensiefen\, Goldsmiths Univer
 sity of London
DTSTART:20160419T160000Z
DTEND:20160419T173000Z
UID:TALK65264@talks.cam.ac.uk
CONTACT:Gabriela Pavarini
DESCRIPTION:Musical abilities and active engagement with music have been s
 hown to be positively associated with many cognitive abilities as well as 
 social skills and academic performance in secondary school students. While
  there is evidence from intervention studies that musical training can be 
 a cause of these positive relationships\, recent findings in the literatur
 e have suggested that other factors\, such as genetics\, family background
  or personality traits\, might also be contributing factors. In addition\,
  there is mounting evidence that self-concepts and beliefs can affect acad
 emic performance independently of intellectual ability. Students who belie
 ve that intelligence is malleable are more likely to attribute poor academ
 ic performances to effort rather than ability\, and are more likely to tak
 e remedial action to improve their performance. However\, it is currently 
 not known whether student's beliefs about the nature of musical talent als
 o influence the development of musical abilities in a similar fashion. The
 refore\, this study introduces a short self-report measure termed “Music
 al Self-Theories and Goals\,” closely modeled on validated measures for 
 self-theories in academic scenarios. Using this measure the study investig
 ates whether musical self-theories are related to students' musical develo
 pment as indexed by their concurrent musical activities and their performa
 nce on a battery of listening tests. We use data from a cross-sectional sa
 mple of 313 secondary school students to construct a network model describ
 ing the relationships between self-theories and academic as well as musica
 l outcome measures\, while also assessing potential effects of intelligenc
 e and the Big Five personality dimensions. Results from the network model 
 indicate that self-theories of intelligence and musicality are closely rel
 ated. In addition\, both kinds of self-theories are connected to the stude
 nts' academic achievement through the personality dimension conscientiousn
 ess and academic effort. Finally\, applying the do-calculus method to the 
 network model we estimate that the size of the assumed causal effects betw
 een musical self-theories and academic achievement lie between 0.07 and 0.
 15 standard deviations.
LOCATION:Lecture Room 1\, Faculty of Music\, 11 West Road\, CB3 9DP
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