ERIC Number: EJ1144732
Record Type: Journal
Publication Date: 2017-Jul
Abstractor: As Provided
Reference Count: 63
"Stand by Me": A Mixed Methods Study of a Collegiate Marching Band Members' Intragroup Beliefs throughout a Performance Season
Matthews, Wendy K.
Journal of Research in Music Education, v65 n2 p179-202 Jul 2017
The purpose of this mixed methods study was to investigate intragroup beliefs regarding participation in a National Collegiate Athletic Association (NCAA) Division II marching band throughout the university's American football season. Fifty-three undergraduates from an urban midwestern university elected one of two options: (1) focus group only or (2) focus group and surveys. For the quantitative inquiry, it was hypothesized that members would report a downward concavity of group cohesion attributes and collective efficacy beliefs across time. A repeated measures multivariate analysis of variance (MANOVA) found group integration-task (GI-T) and collective efficacy dipped at the midpoint of the season while beliefs regarding members' attraction to the group, both task and social (ATG-T, ATG-S), and group integration-social (GI-S) remained consistently high. Focus groups data analysis revealed five broad themes: (1) connections, their pride in the band and its connectedness to their school and beyond; (2) family, how the band represents a family environment; (3) acceptance, belonging to the group; (4) music, the role of music in their lives; and (5) time, the temporal beliefs of the group throughout the season. These findings provide insight into the dynamic nature of group beliefs over time with musical ensembles.
Descriptors: Mixed Methods Research, Undergraduate Students, Music Activities, Musicians, Intercollegiate Cooperation, Group Unity, Group Dynamics, Urban Universities, Focus Groups, Student Surveys, Hypothesis Testing, Student Attitudes, Beliefs, Multivariate Analysis, Self Efficacy, Longitudinal Studies, Questionnaires, Correlation
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A