The role of social context in musical identity formation
DOI:
https://doi.org/10.55777/rea.v19i37.8589Palabras clave:
musical tastes, social influence, identity, Music intereses, adolescenceResumen
Although the development of identity during adolescence and the importance of peer groups in this process have been extensively studied, the formation of private musical tastes, as opposed to shared musical preferences, has not been analyzed during this developmental period. A total of 185 Spanish secondary school students participated in the study. Although pop is the most listened-to style by both genders, especially by girls, this varies throughout adolescence. Likewise, this style of music is the most listened-to genre in private, while reggaeton is the main shared preference, with gender differences observed. Furthermore, statistically significant differences were found when comparing past and present influences on the formation of musical taste, with girls being more influenced by their peers than boys. It is suggested that, although the peer group plays an important role in the socialization of musical preferences, the individual tendency toward an identity-based musical taste prevails during adolescence.
Descargas
Citas
American Psychological Association. (2017). Ethical principles of psychologists and code of conduct (2002, amended effective June 1, 2010, and January 1, 2017). http://www.apa.org/ethics/code/index.html
Bennett, A. (2001). Cultures of popular music. McGraw-Hill Education.
BOE. (2018). Ley Orgánica 3/2018, de 5 de diciembre, de Protección de Datos Personales y garantía de los derechos digitales. Boletín Oficial del Estado, 294, 1-68. https://www.boe.es/eli/es/lo/2018/12/05/3/con
Bonneville-Roussy, A., Rentfrow, P.J., Xu, M. K., & Potter, J. (2013). Music through the ages: Trends in musical engagement and preferences from adolescence through middle adulthood. Journal of Personality and Social Psychology, 105(4), 703-717. https://doi.org/10.1037/a0033770
Campbell, P.S., Connell, C., & Beegle, A. (2007). Adolescents’ Expressed Meanings of Music in and out of School. Journal of Research in Music Education, 55(3), 220-236. https://doi.org/10.1177/002242940705500304
Cho, S., Baek, Y., & Choe, E.J. (2019). A strategic approach to music listening with a mobile app for high school students. International Journal of Music Education, 37(1), 132-141. https://doi.org/10.1177/0255761418819016
Christenson, P.G., & Roberts, D.F. (1998). It’s not only rock & roll: Popular music in the lives of adolescents. Journal of Communication, 49(4), 212-229.
de Carvalho, N. A., & Veiga, F. H. (2022). Psychosocial development research in adolescence: A scoping review. Trends in Psychology, 30(4), 640-669. https://doi.org/10.1007/s43076-022-00143-0
Dobrota, S., Reić Ercegovac, I., & Habe, K. (2019). Gender differences in musical taste: The mediating role of functions of music. Društvena istraživanja: časopis za opća društvena pitanja, 28(4), 567-586. https://doi.org/10.5559/di.28.4.01
Doster, L. (2013). Millennial teens design and redesign themselves in online social networks. Journal of Consumer Behaviour, 12(4), 267-279. https://doi.org/10.1002/cb.1407
Dumas, T.M., Ellis, W.E., & Wolfe, D.A. (2012). Identity development as a buffer of adolescent risk behaviors in the context of peer group pressure and control. Journal of adolescence, 35(4), 917-927. https://doi.org/10.1016/j.adolescence.2011.12.012
Dunbar-Hall, P., & Wemyss, K. (2000). The effects of the study of popular music on music education. International Journal of Music Education, 36(1), 23-34. https://doi.org/10.1177/025576140003600104
Dys, S.P., Schellenberg, E.G., & McLean, K.C. (2017). Musical identities, music preferences, and individual differences. In R. MacDonald, D. J. Hargreaves, & D. Miell (Eds.), Handbook of musical identities (pp. 247-266). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199679485.003.0014
Ercegovac, I.R., Dobrota, S., & Surić, S. (2017). Listening to music and music preferences in early adolescence. Metodički obzori: časopis za odgojno-obrazovnu teoriju i praksu, 12(24), 6-23. https://doi.org/mqnk
Erikson, E. H. (1994). Identity: Youth and Crisis. WW Norton.
Espinosa, Y., Martínez Arcia, F. ., & Falco González, P. (2021). Los estilos de aprendizaje y las inteligencias múltiples en estudiantes del colegio Francisco de Paula Santander. Revista De Estilos De Aprendizaje, 14(28), 234-247. https://doi.org/10.55777/rea.v14i28.2848
Esteban Pellicer, L. Ángel, Conde Villar, A. J., & Estévez Luaña, R. (2022). Transformación del espacio educativo universitario mediante Flujo Musical en estudiantes de grado de odontología durante la pandemia por COVID-19: estudio piloto. Revista De Estilos De Aprendizaje, 15(29), 139-146. https://doi.org/10.55777/rea.v15i29.4130
Fauré, A., Calderón-Garrido, D., & Gustems-Carnicer, J. (2021). Modelos sonoros en la adolescencia: Preferencias musicales, identidades e industria discográfica. Revista Música Hodie, 20, e63134. https://doi.org/mqnm
Fernández Rodríguez, M. T., & Balsera Gómez, F. J. (2013). La materia de Historia de la Música y de la Danza en el Bachillerato: un enfoque desde la teoría de los estilos de aprendizaje de Alonso, Gallego y Honey. Revista De Estilos De Aprendizaje, 6(11), 230-255. https://doi.org/10.55777/rea.v6i11.981
Fernández-Company, J. F. (2015). Usos, funciones y preferencias musicales de los adolescentes en la actualidad: una perspectiva psicosocial para la investigación en musicoterapia (Tesis doctoral no publicada). Universidad Pontificia de Salamanca, Campus de Madrid.
Fernández-Company, J. F., García-Rodríguez, M., & Gamella-González, D. J. (2024). Mood regulation through music in adolescence. European Public & Social Innovation Review, 9, 01-18. https://doi.org/10.31637/epsir-2024-1363
Freitas, C., Fernández-Company, J. F., Pita, M. F. y García-Rodríguez, M. (2022). Music therapy for adolescents with psychiatric disorders: An overview. Clinical Child Psychology and Psychiatry, 27(3), 895-910. https://doi.org/10.1177/13591045221079161
Frith, S. (1996). Music and identity. In S. Hall & P. du Gay (Eds.), Questions of cultural identity (pp. 108-127). Sage.
García-Rodríguez, M., Alvarado, J.M., Fernández-Company, J.F., Jiménez, V., & Ivanova-Iotova, A. (2023). Music and facial emotion recognition and its relationship with alexithymia. Psychology of Music, 51(1), 259-273. https://doi.org/10.1177/03057356221091311
Greenhow, C., & Robelia, B. (2009). Informal learning and identity formation in online social networks. Learning, media, and technology, 34(2), 119-140. https://doi.org/10.1080/17439880902923580
Hamilton, C. (2019). Popular music, digital technologies, and data analysis: New methods and questions. Convergence, 25(2), 225-240. https://doi.org/10.1177/1354856519831127
Hargreaves, D. J., North, A. C., & Tarrant, M. (2006). Musical preference and taste in childhood and adolescence. Oxford University Press.
Johnson, B. K., & Ranzini, G. (2018). Click here to look clever: Self-presentation via selective sharing of music and film on social media. Computers in Human Behavior, 82, 148-158. https://doi.org/10.1016/j.chb.2018.01.008
Kornienko, O., Santos, C. E., Martin, C. L., & Granger, K. L. (2016). Peer influence on gender identity development in adolescence. Developmental Psychology, 52(10), 1578-1592. https://doi.org/10.1037/dev0000200
Lamont, A. (2019). 'Musical Preferences and the Imagined Self'. In M. Grimshaw-Aagaard, M. Walther-Hansen, & M. Knakkergaard (Eds), The Oxford Handbook of Sound and Imagination (pp. 251-266). Oxford. https://doi.org/10.1093/oxfordhb/9780190460167.013.12
Lamont, A., & Crich, J. (2022). Where do our music preferences come from? Family influences on music across childhood, adolescence, and early adulthood. Journal of Popular Music Education, 6(1), 25-43. https://doi.org/10.1386/jpme_00073_1
Lamont, A., & Hargreaves, D. (2019). Musical preference and social identity in adolescence. In K. McFerran, P. Derrington, & S. Saarikallio (Eds.), Handbook of music, adolescents, and wellbeing (pp. 109–118). Oxford University Press. https://doi.org/10.1093/oso/9780198808992.003.0010
Lamont, A., & Webb, R. (2010). Short- and long-term musical preferences: what makes a favourite piece of music? Psychology of Music, 38(2), 222-241. https://doi.org/10.1177/0305735609339471
Lonsdale, A. J., & North, A. C. (2009). Musical Taste and Ingroup Favouritism. Group Processes & Intergroup Relations, 12(3), 319-327. https://doi.org/10.1177/1368430209102842
MacPherson, E., Kerr, G., & Stirling, A. (2016). The influence of peer groups in organized sport on female adolescents' identity development. Psychology of Sport and Exercise, 23, 73-81. https://doi.org/gddpgq
Marín Liébana, P., Blasco Magraner, J. S., & Botella Nicolás, A. M. (2021). Las preferencias musicales de los estudiantes: hacia un reconocimiento de sus identidades culturales. Vivat Academia, 154, 43-67. https://doi.org/gsxdxj
Middaugh, E. (2019). Media and adolescent identity development. The International Encyclopedia of Media Literacy, 1-7.
Miller, D. (2020). Social networking sites. In Digital anthropology (pp. 146-161). Routledge.
Ministerio de Cultura y Deporte. (2024). Encuesta de Hábitos y Prácticas Culturales en España (Avance de resultados). Secretaría General Técnica - Subdirección General de Atención al ciudadano, Documentación y Publicaciones.
Miranda, D., & Claes, M. (2008). Personality Traits, Music Preferences and Depression in Adolescence. International Journal of Adolescence and Youth, 14(3), 277-298. https://doi.org/10.1080/02673843.2008.9748008
Miranda, D., & Claes, M. (2009). Music listening, coping, peer affiliation and depression in adolescence. Psychology of Music, 37(2), 215-233. https://doi.org/10.1177/0305735608097245
Morgan, J. P., MacDonald, R. A. R., & Pitts, S. E. (2015). “Caught between a scream and a hug”: Women’s perspectives on music listening and interaction with teenagers in the family unit. Psychology of Music, 43(5), 611-626. https://doi.org/10.1177/0305735613517411
Mulder, J., Ter Bogt, T. F. M., Raaijmakers, Q. A. W., Nic Gabhainn, S., & Sikkema, P. (2010). From death metal to R&B? Consistency of music preferences among Dutch adolescents and young adults. Psychology of Music, 38(1), 67-83. https://doi.org/10.1177/0305735609104349
North, A.C., Hargreaves, D. J., & O'Neill, S. A. (2000), The importance of music to adolescents. British Journal of Educational Psychology, 70, 255-272. https://doi.org/10.1348/000709900158083
Papalia, D., & Martorell, G. (2021). Desarrollo humano. McGraw Hill.
Papinczak, Z. E., Dingle, G. A., Stoyanov, S. R., Hides, L., & Zelenko, O. (2015). Young people's uses of music for well-being. Journal of Youth Studies, 18(9), 1119-1134. https://doi.org/10.1080/13676261.2015.1020935
Pluretti, R., & Bobkowski, P. S. (2019). Social media, adolescent developmental tasks, and music. Handbook of music, adolescents, and wellbeing, 207.
Reja, U., Manfreda, K. L., Hlebec, V., & Vehovar, V. (2003). Open-ended vs. close-ended questions in web questionnaires. Developments in applied statistics, 19(1), 159-177.
Rentfrow, P. J., & Gosling, S. D. (2007). The content and validity of music-genre stereotypes among college students. Psychology of Music, 35(2), 306-326. https://doi.org/10.1177/0305735607070382
Roberts, D. F., Henriksen, L., & Foehr, U. G. (2004). Adolescents and media. In R.M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology (pp. 487-521). John Wiley & Sons.
Roe, K. (1985). Swedish youth and music: Listening Patterns and Motivations. Communication Research, 12(3), 353-362. https://doi.org/fcmm7p
Salmela-Aro, K. (2011). Stages of Adolescence. In B.B. Brown, & M.J. Prinstein (Eds.), Encyclopedia of Adolescence (pp. 360-368). Academic press. https://doi.org/10.1016/B978-0-12-373951-3.00043-0
Sheldon, K. M., & Bettencourt, B. A. (2002). Psychological need-satisfaction and subjective well-being within social groups. The British journal of social psychology, 41(1), 25-38. https://doi.org/10.1348/014466602165036
Sheldon, K. M., Elliot, A. J., Kim, Y., & Kasser, T. (2001). What is satisfying about satisfying events? Testing 10 candidate psychological needs. Journal of personality and social psychology, 80(2), 325-339. https://doi.org/10.1037/0022-3514.80.2.325
Sloboda, J. (2005). Music as a language. Exploring the musical mind: Cognition, emotion, ability, function. Oxford University Press.
Tarrant, M., North, A. C., & Hargreaves, D. J. (2000). English and American Adolescents’ Reasons for Listening to Music. Psychology of Music, 28(2), 166-173. https://doi.org/10.1177/0305735600282005
Ter Bogt, T. F., Delsing, M. J., Van Zalk, M., Christenson, P. G., & Meeus, W. H. (2011). Intergenerational continuity of taste: Parental and adolescent music preferences. Social forces, 90(1), 297-319. https://doi.org/10.1093/sf/90.1.297
Ter Bogt, T., Raaijmakers, Q., Vollebergh, W., Van Wel, F., & Sikkema, P. (2003). Youngsters and their musical taste: Musical styles and taste groups. Netherlands Journal of Social Sciences, 39, 35-52.
Thomas, K. S. (2016). Music Preferences and the Adolescent Brain: A Review of Literature. Update: Applications of Research in Music Education, 35(1), 47-53. https://doi.org/10.1177/8755123315576534
van Teijlingen, E., & Hundley, V. (2002). The importance of pilot studies. Nursing standard (Royal College of Nursing (Great Britain): 1987), 16(40), 33-36. https://doi.org/10.7748/ns2002.06.16.40.33.c3214
World Health Organization. (n.d.). Adolescent health. https://www.who.int/health-topics/adolescent-health#tab=tab_1
World Medical Association. (2001). World Medical Association Declaration of Helsinki. Ethical principles for medical research involving human subjects. Bulletin of the World Health Organization, 79(4), 373-374.
Zillman, D., & Gan, S. L. (1997). Musical taste in adolescence. In D. Hargreaves y A. North (Ed.) The social psychology of music (pp. 161-187). Oxford University Press.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Con el envío del original, el/los autor/es declaran que conocen y aceptan, en su totalidad, la política de privacidad así como los derechos de autor de la Revista de Estilos de Aprendizaje.
La Revista Estilos de Aprendizaje ofrece acceso libre y abierto a su contenido de forma totalmente gratuita con el fin de hacer llegar la investigación científica a sus lectores y sociedad en general. Todos los contenidos digitales son de acceso libre y gratuito y se publican bajo licencia de Creative Commons:
La cesión de derechos se realiza bajo la licencia Creative Commons Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional (CC-BY-NC-ND 4.0)
Bajo esta licencia, está permitida la reproducción y difusión de los contenidos de la revista con fines educativos, sociales y de transmisión de conocimiento, sin ánimo de lucro y siempre que no se modifiquen, se cite la procedencia y la autoría.
La licencia a la que se acoge la Revista de Estilos de Aprendizaje permite copiar y distribuir los contenidos de la revista, siempre que se reconozca la autoría de la obra, especificando correctamente el autor y la entidad editora. No se puede utilizar la obra para fines comerciales y tampoco se puede alterar, transformar o generar una obra derivada a partir de esta obra.
La Revista de Estilos de Aprendizaje es una revista de acceso abierto. La publicación de artículos o reseñas en la Revista no da derecho a remuneración alguna. Así mismo, tanto para los autores como los lectores, la revista es gratuita Creative Commons Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional (CC-BY-NC-ND 4.0).
Desde la Revista de Estilos de Aprendizaje se invita al/los autor/autores a ampliar la visibilidad y el alcance de sus artículos publicados mediante la redifusión de los mismos en:
- Espacios web y redes personales, así como en encuentros y foros científicos.
- Archivos abiertos institucionales en Universidades, repositorios educativos y Centros de Investigación.
- Redes académicas y científicas (Researchgate, Academia.edu, Plubons, etc.).
Se requiere que en todos estos espacios y publicaciones se incluyan todos los datos bibliográficos de la publicación.
