the identification of factors contributing to first-year college students' mindset of singing ability, and

199 Pages·2017·5.17 MB·English

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Student Research, Creative Activity, and
Music, School of
Performance - School of Music
Spring 5-2013
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Susan Cogdill
University of Nebraska-Lincoln, [email protected]
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Cogdill, Susan, "THE IDENTIFICATION OF FACTORS CONTRIBUTING TO FIRST-YEAR COLLEGE STUDENTS’
MINDSET OF SINGING ABILITY, AND THE RELATIONSHIP OF THAT MINDSET TO INTENT TO
PARTICIPATE IN SINGING ACTIVITIES" (2013). Student Research, Creative Activity, and Performance -
School of Music. 59.
https://digitalcommons.unl.edu/musicstudent/59
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THE IDENTIFICATION OF FACTORS CONTRIBUTING TO FIRST-YEAR
COLLEGE STUDENTS’ MINDSET OF SINGING ABILITY, AND THE
RELATIONSHIP OF THAT MINDSET TO INTENT TO PARTICIPATE IN SINGING
ACTIVITIES
By
Susan Helaine Cogdill

A DISSERTATION

Presented to the Faculty of
The Graduate College at the University of Nebraska
In Partial Fulfillment of Requirements
For the Degree of Doctor of Philosophy

Major: Music

Under the Supervision of Professors Rhonda Fuelberth and Robert Woody
Lincoln, Nebraska
May, 2013
THE IDENTIFICATION OF FACTORS CONTRIBUTING TO FIRST-YEAR
COLLEGE STUDENTS’ MINDSET OF SINGING ABILITY, AND THE
RELATIONSHIP OF THAT MINDSET TO INTENT TO PARTICIPATE IN SINGING
ACTIVITIES
Susan Helaine Cogdill, Ph.D.
University of Nebraska, 2013
Advisors: Rhonda Fuelberth and Robert Woody

Previous research suggests many adults do not believe they can sing, or hold
inaccurate perceptions of their singing ability (Cuddy, Balkwill, Peretz & Holden, 2005;
Whidden, 2010; Wise & Sloboda, 2008). Although the singular belief people have about
their singing ability may seem of little importance, research shows this may have
powerful implications for people’s motivation to participate in singing activities (Dweck
& Master; 2009; O’Neill, 2002; Wise & Sloboda, 2008). The purpose of this quantitative
study was to identify what factors shape mindset of singing ability in first-year college
music majors and non-music majors, and to examine the relationship of that mindset to
intent to participate in singing activities. A researcher-designed survey was administered
to first-year college music majors and non-music majors (N = 426). The survey questions
explored possible relationships between mindset (beliefs in singing ability as a fixed trait
or potential for growth) and (a) past musical experiences, (b) influence from others, (c)
singing identity, and (d) intended participation (Dweck, 2000). As expected, music
majors tended to reflect more of a growth mindset of singing ability than non-music
majors. Neither gender nor music specialization (voice versus non-voice) were significant
factors related to singing mindset orientation. Results indicated a significant relationship
between students who participated in high school choir, or in other out-of-school singing
activities at this age, to an inclination of a growth mindset orientation. Other predictors
were having family members or teachers that encouraged them to sing. When participants
were asked what previous feedback they had received about their singing ability they
reported a high frequency related to “good” or “not good” in both categories of positive
and negative feedback. In addition, students with a growth mindset of singing ability
were more likely to hold positive self-evaluations of their singing quality, and participate
in future singing activities.
iv
ACKNOWLEDGEMENTS

To my mother Mary Helen Cogdill, who taught me to sing, and for my father
Charles Vernon Cogdill, for always listening. To my brothers Jon, Bill, Bob, and sister
Chris: I am so grateful for your support, love, and encouragement. I am proud of the
thread of teaching that connects us all. My happiest days have been by your side.

To my grandparents John and Alta Mae Cogdill, who taught me some of the most
important lessons. To my grandparents Marvin and Helen Metzger, for your
companionship and support these past three years. I miss you all.

To my sister-in-laws Stephanie and Mari Beth, brother-in-law Frank, and nephew-
in-law Ryan, what a rich and blessed addition you are in our lives. I am thankful for the
graces of friendship, generosity, and love you share with our family.

To my nephews Cooper, Willy, Parker and Peyton, nieces Laura, Madison, and
Emma, and great-nieces Macy and Dawsyn. I feel your love in every corner of my heart.
God knew what He was doing when He brought us each of you.

To my uncle Dr. Rex Cogdill, and aunt Dr. Margo Walsh, for paving the way.

To my co-advisors, Dr. Rhonda Fuelberth and Dr. Robert H. Woody, for your
guidance, encouragement, and laughter.

To Dr. John Richmond, Dr. Glenn Nierman, Dr. Brian Moore, Dr. Dale Bazan,
Dr. Therees Hibbard, and Dr. Kenneth Kiewra, for your support on this journey.

To my friends and writing coaches Dr. Lance Nielsen and Laura Brown, for your
generous time, guidance, and encouragement.

To my colleagues Dr. Kurt Runestad, Dr. Matt Herrick, Rose Munderloh, Lynda
Laird, Danni Gilbert, Jenny Vanderholm, Dave Stamps, and Grant Orley: The many
hours spent collaborating with each of you has made this journey rewarding.

To all the many teachers and students I have had the opportunity to learn from. I
especially recall my days at Laramie Junior High School with a grateful heart.

To Professor Carlyle Weiss, who opened my eyes and filled my heart with choral
singing, and for my last performance of Manuel’s Alleluia.

In grateful memory of Dewalea Alsup, for helping me find my voice.

To Dale Hoopes, who modeled a growth mindset when he said: “You may not be
able to do it now, but you can learn.”

To all my dear friends who have contributed to this journey.
v
DEDICATION

It is through this doctoral experience that I have come to fully appreciate the
commitment, perseverance, and cowboy philosophy that “if a horse bucks you off, you
get right back on.” To my dear and beloved Grandpa John, I only have an inkling of what
those words meant for you as you overcame one of life’s biggest obstacles. I stand in awe
of your journey, and the strength it took you to greet each new day. I am humbled by the
love you expressed through the choices you made.

Matthew 19:26

“uva uvam vivendo varia fit”

“the closer I am to fine”
vi
TABLE OF CONTENTS
Page
LIST OF FIGURES xi
LIST OF TABLES xii
CHAPTER 1: INTRODUCTION TO THE STUDY 1
Statement of the Problem 1
Deficiencies in the Studies 7
Purpose of the Study 10
Research Questions 10
Definition of Terms 10
Theory 11
Basic Assumptions 13
Delimitations 14
Methodology 14
Description of the Population 14
Personnel and Facilities 14
Materials and Equipment 15
Procedures 15
Design of the Study 17
Data Analysis 18
Significance of the Study 19
CHAPTER 2: REVIEW OF THE LITERATURE 20
Singing Identity Development 20
vii
Benefits of Singing 20
Past Singing Experiences 24
Parents, Teachers, and Peer Influence 25
Singing Beliefs 28
The Non-Singer 29
Hindrances to Singing 36
Assessing Singing 38
Singing Can Improve 39
Motivational Theories 39
Motivation to Sing 39
General Motivation 44
Self-Worth Theory 45
Flow Theory 46
Self-Concept 46
Self-Efficacy 48
Expectancy-Value Theory 51
Attribution Theory 52
Response to Failure 53
Talent 55
Practice and Effort 59
Mindset Theory 63
Mindset Introduction 63
Patterns of Behavior 64
viii
Goals 68
Implicit theories 70
Feedback 74
Mindset and Other Theories of Motivation 75
Mindset and Self-Concept 76
Mindset and Self-Efficacy 76
Mindset and Attribution Theory 77
Mindset and Other Academic Disciplines 78
Mindset and Singing 82
Summary 83
CHAPTER 3: METHODOLOGY 85
Research Design 86
Participants 87
Procedure 88
Instrument Design 88
Mindset of Singing Ability 89
Singing Influences 90
Singing Behaviors 90
Singing Identity 90
Open-ended Responses 90
Preliminary Procedures 91
Reliability and Validity 93
Data Collection Procedures 94
ix
Data Analysis 94
Descriptive Data 96
Summary 97
CHAPTER 4: PRESENTATION AND ANALYSIS OF DATA 98
Demographic Analysis 98
Data Analysis 100
Research Question 1 101
Research Question 2 104
Research Question 3 115
Research Question 4 119
Additional Analysis 127
Summary 129
CHAPTER 5: CONCLUSIONS, IMPLICATIONS, & RECOMMENDATIONS 134
Summary 134
Conclusion 135
Research Question 1: Demographic Factors 135
Research Question 2: Past Music Participation 136
Research Question 3: Influence of Others 139
Research Question 4: Self-Evaluation and Intended Participation 140
Additional Questions 142
Implications for Music Education 142
Reinforce a Growth Mindset 143
Variety of Singing 144