The Relation Between Adolescents’ Music Activity Participation and Character Development
Bibliographic record
Abstract
Positive youth development (PYD) offers an optimistic framework to enhance adolescent development.Proposed PYD outcomes include initiative and agency (Larson, 2000), and positive values termed the Five Cs: confidence, competence, connection, caring, and character (Lerner R. M., Lerner, J., et al., 2005).Previous research indicates that PYD is fostered through extra-curricular activity (ECA) participation in organised, structured settings, including sport and music.The main aim of this research was to explore the association between, principally, adolescents' music participation and their character development.Study 1 measured the music and sport ECAs of 246 first year university students, and their motivations for participation.Results showed that character was predicted by sport involvement and the motivations for music participation.Study 2 investigated the character development and well-being of 470 first year university participants through measures of sport or music experiences, engagement, and personality.Findings revealed that sport and music ECA involvement generally were not strong predictors of character development.However, indices of engagement experienced in sport and music activities were significant predictors, particularly activity enjoyment, even when controlling for personality.Results are discussed with respect to the implications for music ECA participation and PYD.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.005 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".