Popular Music in Young People’s Social and Cultural Values Formation
Keywords:
popular music, social impact, adolescents, factorial analysisAbstract
Music has an important role in human communication and formation of cultural concepts. This study aimed to identify the social impact of popular music on the adolescent, and standardize an instrument for the quantification of that impact. The sample involved 361 high school students aged 16–18. The initial analysis was conducted on a sub-sample of 220 participants. Initially, the questionnaire consisted of 35 claims/items, but finally only 12 of them were retained. The metric characteristics of this refined questionnaire were tested through confirmatory analysis on a newly formed sample of 141 participants. A 12-item questionnaire of high validity and reliability has been created. Two components (two independent scales) have been extracted
– the negative and positive social impact of music. A comparison of the scalar values of the participants of different gender revealed that females identify the positive and negative impact of music more accurately
References
Alexander, S.C., Garner, D.K., Somoroff, M. et al. (2015). Using music[al] knowledge to represent expressions of emotions. Patient Education and Counselling, 98, 1339–1345.
Athanasopoulos, G., Tan. S. L. and Moran, N. (2016). Influence of literacy on representation of time in musical stimuli: An exploratory cross cultural study in the UK, Japan, and Papua New Guinea. Psychology of Music, 44(5), 1126–1144.
Bartlett, M.S. (1954). A note on the multiplying factors for various chi square approximations. Journal of the Royal Statistical Society, 16(Series B), 296–298.
Cattel, R. (1966). The scree test for the number of factors. Multivariate Behavioural Research, 1(2), 245–276.
Clarke, E., De Nora, T. and Vuoskoski, J. (2015). Music, empathy and cultural understanding. Physics of Life Reviews, 15, 61–88.
Clements-Cortés, A. (2017). Artful wellness: Attending chamber music concert reduces pain and increases mood and energy for older adults. The Arts in Psychotherapy, 52, 41–49.
Cugmas, Z., Zupančič, M., Poredoš, M. et al. (2017). Vloga starševskega vedenja v zadovoljstvu mladih na prehodu v odraslost. Didactica Slovenica – Pedagoška obzorja, 32(1), 126–142.
De Nora, T. (2007). Music in everyday life. Cambridge: University Press.
De Vellis, R.F. (2003). Scale development: Theory and applications (2nd ed.). Thousand Oaks, California: Sage.
Dobrota, S. and Reić Ercegovac, I. (2017). Music preferences with regard to music education, informal influences and familiarity of music amongst young people in Croatia. British Journal of Music Education, 34(1), 41–55.
Drovenik Adamec, T., Blažić, M. and Kovačič, B. (2020). Influence of Factors on the Development of Outstanding Musical Talent – a Case Study. Didactica Slovenica – Pedagoška obzorja, 35(3–4), 54–70.
Fernández de Juan, T. (2016). Psychotherapy Music therapy for women survivors of intimate partner violence: An intercultural experience from a feminist perspective. The Arts in Psychotherapy, 48, 19–27.
Flores, K., Van Niekerk, C. and Le Roux, L. (2016). Drumming as a medium to promote emotional and social functioning of children in middle childhood in residential care. Music Education Research, 18(3), 254–268.
Habe, K. (2018). Z glasbo do učencu prijaznejšega učnega okolja in boljših učnih rezultatov. Didactica Slovenica – Pedagoška obzorja, 33(2), 3–19.
Kaiser, H. (1970). A second generation Little Jify. Psychometrika, 35, 401–415.
Kaiser, H. (1974). An index of factorial simplicity. Psychometrika, 39, 31–36.
Kim, J. and Stegemann, T. (2016). Music listening for children and adolescents in health care contexts: A systematic review. The Arts in Psychotherapy, 51, 72–85.
Kundačina, M. and Nikolić, R. (2013). Teachers’ opinions and attitudes about creativity in teaching. Didactica Slovenica – Pedagoška obzorja, 28(1), 86–100.
Lesiuk, T. (2005). The effect of music listening on work performance. Psychology of Music, 33(2), 173–191.
Long, M., Hallam, S., Creech, A. et al. (2012). Do prior experience, gender, or level of study influence music students’ perspectives on master classes? Psychology of Music, 40(6), 683–699.
Lonsdale, A.J. and North, A.C. (2009). Musical taste and ingroup favouritism. Group Processes and Intergroup Relations, 12, 319–326.
Miranda, D. (2013). The role of music in adolescent development: much more than the same old song. International Journal of Adolescence and Youth, 18(1), 5–22.
Mohamadi, A.Z., Minhas, L.S., Haidari, M. et al. (2012). A Study of the Effects of Music Therapy on Negative and Positive Symptoms in Schizophrenic Patients. German Journal of Psychiatry, 15(2), 56–62.
North, A.C. and Hargreaves, D.J. (2008). The Social and Applied Psychology of Music. Oxford: University Press.
Pallant, J. (2013). SPSS Survival Manual. New York: McGrow-Hill Education.
Ransom, P.F. (2015). Message in the Music: Do Lyrics Influence Well-Being? Master of Applied Positive Psychology (MAPP) Capstone Projects. Paper 94. Retrieved on 28.02.2021 from world wide web: https://repository.upenn.edu/cgi/viewcontent.cgi?article=1094&context=mapp_capstone.
Rentfrow, P.J. and Gosling, S.D. (2003). Do re mi’s of everyday life. The structure and personality correlates of music preferences. Journal of Personality and Social Psychology, 84(6), 1236–1256.
Sakai, W. (2013). Self-Determination and Music Education in Technological Cultures. Procedia – Social and Behavioural Sciences, 82, 330–337.
Soley, G. and Spelke, E.S. (2016). Shared cultural knowledge: Effects of music on young children’s social preferences. Cognition, 148, 106–116.
Tan, S.L., Cohen, A.J., Lipscomb, S.D. et al. (2013). The psychology of music in multimedia. Oxford: University Press.
Tarrant, M., North, A.C. and Hargreaves, D.J. (2001a). Social categorization, self-esteem, and the estimated musical preferences of male adolescents. The Journal of Social Psychology, 141(5), 565–581.
Tarrant, M., North, A.C., Edridge, M.D. et al. (2001b). Social identity in adolescence. Journal of Adolescence, 24, 597–609.
Tarrant, M. (2002). Adolescent peer groups and social identity. Social Development, 11(1), 110–123.
Thurstone, L.L. (1947). Multiple factor analysis. Chicago: University press.
Vuoskoski, J.K. and Eerola, T. (2015). Extramusical information contributes to emotions induced by music. Psychology of Music, 43(2), 262–274.
Watkins, M.W. (2000). Monte Carlo PCA for parallel analysis [computer software]. State College, PA: Ed and Psych Associates.
Whitaker, N. (2016). Student-created musical as a community of practice: a case study. Music Education Research, 18(1), 57–73.
Zadnik, K. (2021). Koristi Bachovih cvetnih plesov v vzgojno-izobraževalnem procesu. Didactica Slovenica – Pedagoška obzorja, 36(1), 53–65.
Ziv, N., Hoftman, M. and Geyer, M. (2012). Music and moral judgement: The effect of background music on the evaluation of ads promoting unethical behaviour. Psychology of Music, 40(6), 738–760.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Dušan Perić, Svetlana Lazić, Mirjana Matović
This work is licensed under a Creative Commons Attribution 4.0 International License.
