Group identification is a key process in the development of an individual’s social identity. This study examined whether student-perceived social interactions in university ensembles could shape their group identification. The sample included 517 university students from 7 ensembles of 2 universities in China. Student-perceived teacher–student relationships, peer relationships, cooperation, and equity in university ensembles were measured by the revised College and University Classroom Environment Inventory. Students’ group identification was measured by the questionnaire for identification with art-based groups. Data were collected and further analyzed by structural equation modeling via Amos 23. The results showed that students’ perceptions of teacher–student relationships, peer relationships, and cooperation had positive effects on their identification with the university ensemble, but the teacher’s differential treatment had negative effects on their group identification.
AbramsD. (2009). Social identity on a national scale: Optimal distinctiveness and young people’s self-expression through musical preference. Group Processes & Intergroup Relations, 12(3), 303–317. https://doi.org/10.1177/1368430209102841
2.
AlansariM.Rubie-DaviesC. (2020). What about the tertiary climate? Reflecting on five decades of class climate research. Learning Environments Research, 23(1), 1–25. https://doi.org/10.1007/s10984-019-09288-9
3.
BabadE. (2009). The social psychology of the classroom. Routledge.
4.
BaileyB. A.DavidsonJ. W. (2003). Amateur group singing as a therapeutic instrument. Nordic Journal of Music Therapy, 12(1), 18–32. https://doi.org/10.1080/08098130309478070
5.
Blanky-VoronovR.GilboaA. (2022). The “ensemble””: A group music therapy treatment for developing preschool children’s social skills. Intrnational Journal of Environmantal Research and Public Health, 19(15), 9446. https://doi.org/10.3390/ijerph19159446
6.
ChristophersenC. (2013). Perspectives on the dynamics of power within collaborative learning in higher music education. In GauntH.WesterlundH. (Eds.), Collaborative learning in higher music education (pp. 77–85). Ashgate.
7.
CumberledgeJ. P.WilliamsM. L. (2023). Representation in music: College students’ perceptions of ensemble repertoire. Research Studies in Music Education, 45(2), 344–361. https://doi.org/10.1177/1321103X211066844
8.
de BruinL. R. (2022). “In the cracks between freedom and fear”: Student reflections on identity and confidence learning in a creative music ensemble. Music Education Research, 24(2), 223–237. https://doi.org/10.1080/14613808.2022.2042499
9.
DingleG. A.BranderC.BallantyneJ.BakerF. A. (2013). “To be heard””: The social and mental health benefits of choir singing for disadvantaged adults. Psychology of Music, 41(4), 405–421. https://doi.org/10.1177/0305735611430081
10.
DoosjeB.EllemersN.SpearsR. (1995). Perceived intragroup variability as a function of group status and identification. Journal of Experimental Social Psychology, 31(5), 410–436. https://doi.org/10.1006/jesp.1995.1018
11.
DraperG.DingleG. A. (2021). “It’s not the same””: A comparison of the psychological needs satisfied by musical group activities in face to face and virtual modes. Frontiers in Psychology, 12, Article 646292. https://doi.org/10.3389/fpsyg.2021.646292
12.
DravesT. J. (2017). Collaborations that promote growth: Music student teachers as peer mentors. Music Education Research, 19(3), 327–338. https://doi.org/10.1080/14613808.2016.1145646
13.
FarmerT. W.McAuliffe LinesM.HammJ. V. (2011). Revealing the invisible hand: The role of teachers in children’s peer experiences. Journal of Applied Developmental Psychology, 32(5), 247–256. https://doi.org/10.1016/j.appdev.2011.04.006
14.
Fernandez-BarrosA.DuranD.ViladotL. (2023). Peer tutoring in music education: A literature review. International Journal of Music Education, 41(1), 129–140. https://doi.org/10.1177/02557614221087761
15.
ForbesM. (2020). The value of collaborative learning for music practice in higher education. British Journal of Music Education, 37(3), 207–220. https://doi.org/10.1017/S0265051720000200
16.
FraserB. J.TreagustD. F. (1986). Validity and use of an instrument for assessing classroom psychosocial environment in higher-education. Higher Education, 15(1–2), 37–57.
17.
GauntH.WesterlundH. (2013). Collaborative learning in higher music education. Ashgate.
18.
GoodT. L.BrophyJ. (2008). Looking in classrooms (10th ed.). Longman.
19.
GoodrichA. (2021). Peer mentoring in an extracurricular music class. International Journal of Music Education, 39(4), 410–423. https://doi.org/10.1177/0255761420988922
20.
GoodrichA.BucuraE.StaufferS. (2018). Peer mentoring in a university music methods class. Journal of Music Teacher Education, 27(2), 23–38. https://doi.org/10.1177/1057083717731057
21.
HagenauerG.VoletS. E. (2014). Teacher–student relationship at university: An important yet under-researched field. Oxford Review of Education, 40(3), 370–388. https://doi.org/10.1080/03054985.2014.921613
22.
HallamS.CrossI.ThautM. (2014). The Oxford handbook of music psychology (2nd ed.). Oxford University Press.
HaslamC.JettenJ.CruwysT.DingleG. A.HaslamS. A. (2018). The new psychology of health: Unlocking the social cure. Routledge.
25.
HassanN. (2017). Re-voicing: Community choir participation as a medium for identity formation amongst people with learning disabilities. International Journal of Community Music, 10(2), 207–225. https://doi.org/10.1386/ijcm.10.2.207_1
26.
HendrickxM. M. H. G.MainhardT.Boor-KlipH. J.BrekelmansM. (2017). Teacher liking as an affective filter for the association between student behavior and peer status. Contemporary Educational Psychology, 49, 250–262. https://doi.org/10.1016/j.cedpsych.2017.03.004
27.
HoffmanA. R. (2012). Exclusion, engagement and identity construction in a socioeconomically diverse middle school wind band classroom. Music Education Research, 14(2), 209–226. https://doi.org/10.1080/14613808.2012.685452
28.
JettenJ.HaslamC.HaslamS. A. (2012). The social cure: Identity, health and well-being. Psychology Press.
29.
JonesB. D.ParkesK. A. (2010). The motivation of undergraduate music students: The impact of identification and talent beliefs on choosing a career in music education. Journal of Music Teacher Education, 19(2), 41–56. https://doi.org/10.1177/1057083709351816
30.
KennedyM. A. (2002). “It’s cool because we like to sing”: Junior high school boys’ experience of choral music as an elective. Research Studies in Music Education, 18(1), 26–36. https://doi.org/10.1177/1321103X020180010401
31.
KlineR. B. (2011). Principles and practice of structural equation modeling. Guilford Press.
32.
Lage-GomezC.Cremades-AndreuR. (2021). Group identity in a secondary school classroom constructed through musical creation. Croatian Journal of Education, 23(1), 35–61. https://doi.org/10.15516/cje.v23i1.3824
33.
LamontA.MurrayM.HaleR.Wright-BevansK. (2018). Singing in later life: The anatomy of a community choir. Psychology of Music, 46(3), 424–439. https://doi.org/10.1177/0305735617715514
34.
LiZ. (2014). Validation of a learning environment instrument in tertiary foreign language classrooms in China. Review in Psychology Research, 3(3), 27–36.
35.
MajorM. L. (2017). Building identity in collegiate midlevel choral ensembles: The director’s perspective. Journal of Research in Music Education, 64(4), 435–453. https://doi.org/10.1177/0022429416672891
36.
MajorM. L.DakonJ. M. (2016). Singer perceptions of collegiate mid-level choral experiences: A descriptive study. Journal of Research in Music Education, 64(1), 108–127. https://doi.org/10.1177/0022429416639232
37.
MeisenbachR. J.KramerM. W. (2014). Exploring nested identities: Voluntary membership, social category identity, and identification in a community choir. Management Communication Quarterly, 28(2), 187–213. https://doi.org/10.1177/0893318914524059
38.
MoosR. H. (1973). Conceptualizations of human environments. American Psychologist, 28(8), 652–665.
39.
NairC.FisherD. L. (2000). Transition from senior secondary to higher education: A learning environment perspective. Research in Science Education, 30(4), 435–450. https://doi.org/10.1007/BF02461561
40.
NielsenS. G.JohansenG. G.JorgensenH. (2018). Peer learning in instrumental practicing. Frontiers in Psychology, 9, Article 339. https://doi.org/10.3389/fpsyg.2018.00339
41.
PaananenP. (2022). Musical backgrounds and musical identity development in pre-service music education and primary education students: A narrative study. Music Education Research, 24(1), 111–123. https://doi.org/10.1080/14613808.2021.2017421
42.
ParkerE. C. (2014). The process of social identity development in adolescent high school choral singers: A grounded theory. Journal of Research in Music Education, 62(1), 18–32. https://doi.org/10.1177/0022429413520009
RawlingsJ. R.StoddardS. A. (2017). Peer connectedness in the middle school band program. Research Studies in Music Education, 39(1), 121–135. https://doi.org/10.1177/1321103X17703575
45.
RentfrowP. J.McDonaldJ. A.OldmeadowJ. A. (2009). You are what you listen to: Young people’s stereotypes about music fans. Group Processes & Intergroup Relations, 12(3), 329–344. https://doi.org/10.1177/1368430209102845
46.
SaetreJ. H.ZhukovK. (2021). Let’s play together: Teacher perspectives on collaborative chamber music instruction. Music Education Research, 23(5), 553–567. https://doi.org/10.1080/14613808.2021.1979499
47.
SaniF.HerreraM.WakefieldJ.BorochO.GulyasC. (2012). Comparing social contact and group identification as predictors of mental health. British Journal of Social Psychology, 51(4), 781–790. https://doi.org/10.1111/j.2044-8309.2012.02101.x
SteffensN. K.LaRueC. J.HaslamC.WalterZ. C.CruwysT.MuntK. A.HaslamS. A.JettenJ.TarrantM. (2021). Social identification-building interventions to improve health: A systematic review and meta-analysis. Health Psychology Review, 15(1), 85–112. https://doi.org/10.1080/17437199.2019.1669481
50.
StolpE.MoateJ.SaarikallioS.PakarinenE.LerkkanenM.-K. (2023). Students’ experiences of their agency in whole-class playing. International Journal of Music Education, 41(4), 557–570. https://doi.org/10.1177/02557614221130419
51.
StolpE.MoateJ.SaarikallioS.PakarinenE.LerkkanenM.-K. (2022). Teacher beliefs about student agency in whole-class playing. Music Education Research, 24(4), 467–481. https://doi.org/10.1080/14613808.2022.2098264
52.
SwensonL. M.NordstromA.HiesterM. (2008). The role of peer relationships in adjustment to college. Journal of College Student Development, 49(6), 551–567. https://doi.org/10.1353/csd.0.0038
53.
TajfelH.TurnerJ. C. (1979). An integrative theory of intergroup conflict. In AustinW. G.WorchelS. (Eds.), The social psychology of intergroup relations (pp. 33–47). Brooks/Cole.
54.
TajfelH.TurnerJ. C. (1986). The social identity theory of inter-group behavior. In AustinW. G.WorchelS. (Eds.), Psychology of intergroup relations (pp. 7–24). Nelson-Hall.
55.
TarrantM.HaslamC.CarterM.CalitriR.HaslamS. A. (2020). Social identity interventions. In HamiltonK.CameronL. D.HaggerM. S.HankonenN.LintunenT. (Eds.), The handbook of behavior change (pp. 649–660). Cambridge University Press.
56.
van den TolA. J. M.Giner-SorollaR. (2022). Ironically enjoyed music: An investigation of the unique self-regulatory value of irony as part of the enjoyment of music. Psychology of Music, 50(1), 34–53. https://doi.org/10.1177/0305735620978689
57.
VirkkulaE. (2016). Communities of practice in the conservatory: Learning with a professional musician. British Journal of Music Education, 33(1), 27–42. https://doi.org/10.1017/S026505171500011X
58.
WaleyA. (2012). The analects of Confucius. Routledge.
59.
WeinsteinR. S. (2002). Reaching higher: The power of expectations in schooling. Harvard University Press.
60.
WilliamsE.DingleG.JettenJ.RowanC. (2019). Identification with arts-based groups improves mental wellbeing in adults with chronic mental health conditions. Journal of Applied Social Psychology, 49, 15–26. https://doi.org/10.31234/osf.io/zhm7u
61.
WongD.AllenK.-A.Gallo CordobaB. (2022). Examining the relationship between student attributional style, perceived teacher fairness, and sense of school belonging. Contemporary Educational Psychology, 71, 102113. https://doi.org/10.1016/j.cedpsych.2022.102113
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
