Adolescent Self-Theories of Singing Ability Within the Choral Hierarchy

The purpose of this study was to explore adolescent self-views of singing ability through both implicit theories and self-concept meaning systems in the context of a choral hierarchy. Using a researcher-designed survey instrument, I gathered data from middle- and high-school students currently enrolled in a hierarchical choral structure. I analyzed descriptive statistics of survey responses to items designed to measure implicit theories of singing ability, singing self-concept, and goal orientation. I also examined differences among participants by ensemble placement in implicit theory and self-concept scores. In addition to these quantitative measures, I coded open-ended responses to two failure scenarios and examined participant responses by ensemble and gender. Both implicit theory and self-concept scores were higher for participants at the top of the choral hierarchy. Open-ended responses indicated that failure scenarios were likely to result in an altered view of the self and shame in ensemble placement, especially for female students. The mean scores for participants in the middle- and high-school ensembles in both implicit theory and self-concept were significantly different, with participants in the high-school ensembles having higher scores in both constructs. It may be the case that practices which promote a growth mindset toward singing ability can improve student recruitment and retention. Based on these findings, there are several implications for choral music educators. Both quantitative and qualitative responses indicate that the hierarchy may be injurious to self-theories, especially for female students. Given that musical self-concept is a factor in continued enrollment, students who are unsuccessful in the hierarchy may be less likely to continue participating in elective musical activities. It may be advantageous for choral music educators who use the hierarchy to consider its influence on their students, re-examine its use, and explore alternative structures. Further research is needed to understand the influence of the choral hierarchy on self-views of singing and the role implicit theories may play in ensemble enrollment decisions.