The effects of musical performance, rational emotive therapy and vicarious experience on the self-efficacy and self-esteem of juvenile delinquents and disadvantage children.
Kennedy, R. (1998). The effects of musical performance, rational emotive therapy and vicarious experience on the self-efficacy and self-esteem of juvenile delinquents and disadvantage children. (Doctoral dissertation) University of Kansas, Lawrence, KS
The investigator conducted a study to assess the effect of music performance on disadvantaged and delinquent teenagers on their musical self-efficacy and self-esteem. The investigator randomly assigned 45 participants evenly into one of five conditions: (1) guitar and performance practice; (2) guitar, rational emotive therapy, and performance practice; (3) guitar and rational emotive therapy; (4) guitar and observation of peer performance; and (5) only the 30 minute guitar lessons. All participants also received 30 minutes of guitar lessons during the duration of the three month study. The students were assessed on self-efficacy and self-esteem at the beginning of the study, after three months, and again one month later. Results showed that students receiving instruction on musical performance techniques, with or without rational emotive therapy, improved their self-esteem and self-efficacy compared to students in the other conditions.
The group of students who received 30 minutes of performance practice and the group who received 15 minutes of rational emotive therapy and 15 minutes of performance practice along with guitar training showed significantly higher self-efficacy and self-esteem than other conditions. Further, the rational emotive therapy and observation of per performance groups scored lower than the guitar only groups indicated as these conditions had a negative impact on students.