4,706
Views
8
CrossRef citations to date
0
Altmetric
Original Articles

Early adolescents' emotional perceptions and engagement with popular music activities in everyday life

&
Pages 228-244 | Received 06 Jan 2013, Accepted 11 Mar 2013, Published online: 22 May 2013

References

  • BanerjeeR., & YuillN. (1999). Children's understanding of self-presentational display rules: Associations with mental-state understanding. British Journal of Developmental Psychology, 17, 111–124.
  • BeallA., EaglyA., & SternbergR. (2004). Introduction. In A.Eagley, A.Beall & R.Sternberg (Eds.), The psychology of gender (pp. 1–8). New York: Guilford.
  • BosackiS. (2008). Children's emotional lives: Sensitive shadows in the classroom. New York: Peter Lang.
  • BosackiS. (2013). Theory of mind understanding and conversational patterns in early adolescence. Journal of Genetic Psychology, 174, 170–191.
  • BosackiS., Francis-MurrayN., PollonD., & ElliottA. (2006). ‘Sounds good to me’: Canadian children's perceptions of popular music. Music Education Research, 8, 369–385.
  • BrodyL. (1999). Gender, emotion, and the family. Cambridge, MA: Harvard University Press.
  • BrodyL. (2006). Gender differences in emotional development: A review of theories and research. Journal of Personality, 53(2), 102–149.
  • BrodyL., & HallJ. (1993). Gender and emotion. In M.Lewis & J.Haviland (Eds.), Handbook of emotions (pp. 447–460). New York: Guilford.
  • Bronfenbrenner, U. (Ed.). (2005). Making humans being human: Biological perspectives on human development. Thousand Oaks, CA: Sage.
  • BrunerJ. (1996). The culture of education. Cambridge, MA: Harvard University Press.
  • BrunerJ., & KalmarD. (1997). Narrative and metanarrative in the construction of self. In M.Ferrari & R.Sternberg (Eds.), Self-awareness: Its nature and development (pp. 1–52). New York: Guilford.
  • BusseyK., & BanduraA. (1999). Social cognitive theory of gender development and differentiation. Psychological Review, 106, 676–713.
  • BusseyK., & BanduraA. (2004). Social cognitive theory of gender development and functioning. In A.Eagley, A.Beall & R.Sternberg (Eds.), The psychology of gender (2nd ed., pp. 92–119). New York: Guilford.
  • CampbellP. S., ConnellC., & BeegleA. (2007). Adolescents' expressed meanings of music in and out of school. Journal of Research in Music Education, 55(3), 220–236.
  • ChristensonP., & RobertsD. (1998). It's not only rock ‘n’ roll: Popular music in the lives of adolescents. Creskill, NJ: Hampton Press.
  • ColeM. (1990). Cultural psychology: A once and future discipline? In J. J.Berman (Ed.), Cross-cultural perspectives: Nebraska symposium on motivation. Lincoln, NE: University of Nebraska Press.
  • CoplanR., & ArmerM. (2005). Talking your self out of being shy: Shyness, expressive vocabulary and socioemotional adjustment in preschool. Merrill-Palmer Quarterly, 51, 20–41.
  • CreswellJ. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
  • CuttingA., & DunnJ. (1999). Theory of mind, emotion understanding, language and family background: Individual differences and inter-relations. Child Development, 70, 853–865.
  • DenhamS. (1998). Emotional development in young children. New York: Guilford.
  • DenhamS., BlairK., DeMulderE., LevitasJ., SawyerK., Auerback-MajorS., & QueenanP. (2003). Preschool emotional competence: Pathway to social competence?Child Development, 74, 238–256.
  • DenhamS., CookM., & ZollerD. (1992). Baby looks very sad: Implications of conversations about feelings between mother and preschooler. British Journal of Developmental Psychology, 10, 301–315.
  • DeNoraT. (2000). Music in everyday life. Cambridge: Cambridge University Press.
  • DenhamS., von SalischM., OlthofT., KochanoffA., & CaverlyS. (2002). Emotional and social development in childhood. In P.Smith & C.Hart (Eds.), Blackwell handbook of childhood social development (pp. 307–328). London: Blackwell.
  • DeWallC. N., PondR. S.Jr, CampbellW. K., & TwengeJ. M. (2011). Tuning in to psychological change: Linguistic markers of psychological traits and emotions over time in popular U.S. song lyrics. Psychology of Aesthetics, Creativity, and the Arts, 5(3), 200–207. doi:10.1037/a0023195.
  • DunnJ. (2005). Relationships and children's discovery of the mind. Paper presented at the annual meeting of the Jean Piaget Society, Vancouver, BC.
  • DunnJ., & HughesC. (1998). Young children's understanding of emotions within close relationships. Cognition and Emotion, 12, 171–190.
  • EinarsdottirJ., DockettS., & PerryB. (2009). Making meaning: Children's perspectives expressed through drawings. Early Child Development and Care, 179(2), 217–232.
  • FreerP. K. (2010). Two decades of research on possible selves and the ‘missing males’ problem in choral music. International Journal of Music Education, 28(1), 17–30.
  • GergenK. (2001). Social construction in context. London: Sage.
  • HalpernD. (1992). Sex differences in cognitive abilities (2nd ed.). Hillsdale, NJ: Erlbaum.
  • HarreR. (1986). The social construction of emotions. Oxford: Blackwell.
  • HarrisP. (1989). Children and emotion: The development of psychological understanding. Cambridge: Blackwell.
  • HarterS. (1999). The construction of the self: A developmental perspective. New York: Guilford Press.
  • HughesC., & DunnJ. (1999). Theory of mind and emotion understanding: Longitudinal associations with mental-state talk between young friends. Developmental Psychology, 34, 1026–1037.
  • HunterP., SchellenbertE., & StalinskiS. (2011). Liking and identifying emotionally expressive music: Age and gender differences. Journal of Experimental Child Psychology, 110, 80–93.
  • JenkinsJ., & AstingtonJ. (1996). Cognitive factors and family structure associated with theory of mind development in young children. Developmental Psychology, 32, 70–78.
  • KitayamaS., MarkusH., & KurokawaM. (2000). Culture, emotion, and well-being: Good feelings in Japan and the United States. Cognition and Emotion, 2, 95–124.
  • KitayamaS., MarkusH., & MatsumotoH. (1995). Culture, self, and emotion: A cultural perspective on “self-conscious” emotions. In J.Tangney & K.Fischer (Eds.), Self-conscious emotions: The psychology of shame, guilt, embarrassment, and pride (pp. 439–464). New York: Guilford.
  • LaibleD., & ThompsonR. (1998). Attachment and emotional understanding in preschool. Developmental Psychology, 34, 1038–1045.
  • LarsonR. (2011). Positive development in a disorderly world. Journal of Research in Adolescence, 21, 317–334.
  • LeeW., ChangL., & KuoS. (2006). A study of improving students' emotional intelligence by applying music exploration activities. Chinese Annual Report of Guidance and Counseling, 20, 153–174.
  • LewisM. (1995). Embarrassment: The emotion of self-exposure and evaluation. In J.Tangney & K.Fischer (Eds.), Self-conscious emotions: The psychology of shame, guilt, embarrassment, and pride (pp. 198–218). New York: Guilford Press.
  • LillardA. (1997). Other folks' theories of mind and behavior. Psychological Science, 14, 96–107.
  • LutzC. (1988). Unnatural emotions: Everyday sentiments on a Micronesian atoll and their challenge to Western theory. Chicago, IL: University of Chicago Press.
  • LutzC., & WhiteG. (1986). The anthropology of emotions. Annual Reviews in Anthrolopology, 15, 405–435.
  • MaccobyE. (1998). The two sexes: Growing up apart, coming together. Cambridge, MA: Harvard University Press.
  • McPhersonG. E., & O'NeillS. A. (2010). Students' motivation to study music as compared to other school subjects: A comparison of eight countries. Research Studies in Music Education, 32(2), 1–37. doi:10.1177/1321103X10384202.
  • MillerP., & ScholnickE. (2000). Introduction: Beyond gender as a variable. In P.Miller & E.Scholnick (Eds.), Toward a feminist developmental psychology (pp. 3–10). New York: Routledge.
  • MirandaD., & ClaesM. (2004). Rap music genres and deviant behaviors in French-Canadian adolescents. Journal of Youth and Adolescence, 33, 113–122.
  • MirandaD., & GaudreauP. (2011). Music listening and emotional well-being in adolescence: A person-and variable-oriented study. European Review of Applied Psychology/Revue Européenne De Psychologie Appliquée, 61(1), 1–11. doi:10.1016/j.erap.2010.10.002.
  • MirandaD., GaudreauP., & MorizotJ. (2010). Blue notes: Coping by music listening predicts neuroticism changes in adolescence. Psychology of Aesthetics, Creativity, and the Arts, 4(4), 247–253. doi:10.1037/a0019496.
  • NoddingsN. (2003). Happiness and education. Cambridge: Cambridge University Press.
  • NorthA., HargreavesD., & O'NeillS. (2000). The importance of music to adolescents. British Journal of Educational Research, 70, 255–272.
  • NussbaumM. (2000). Emotions and social norms. In L.Nucci, G.Saxe & E.Turiel (Eds.), Culture, thought, and development (pp. 41–63). Mahwah, NJ: Erlbaum.
  • O'NeillS. A. (1997). Gender and music. In D. J.Hargreaves & A. C.North (Eds.), The social psychology of music (pp. 46–63), New York: Oxford University Press.
  • O'NeillS. A. (2006). Positive youth musical engagement. In G.McPherson (Ed.), The child as musician: A handbook of musical development (pp. 461–474), New York: Oxford University Press.
  • O'NeillS. A., & BoultonM. J. (1996). Boys' and girls' preferences for musical instruments: A function of gender?Psychology of Music, 24(2), 171–183.
  • O'NeillS. A., & GreenL. (2004). Mapping music education: Social groups and research in music education. Psychology of Music, 32(3), 252–258.
  • OvertonW. (2012, June). Relationalism and relational developmental systems: A paradigm for the emergent, epigenetic, embodied, enacted, extended, embedded, encultured mind. Plenary session at the annual meeting of the Jean Piaget Society, Toronto, ON.
  • ParentS., NormandeauS., Cossett-RichardM., & LetarteM. (1999, April). Children' emotional competence and social behavior within the family: May gender differences be in the eye of the beholder? Poster presented at the biennial meeting of the Society for Research in Child Development, Albuquerque, NM.
  • PonsF., HarrisP., & de RosnayM. (2004). Emotion comprehension between 3 and 11 years: Developmental periods and hierarchical organization. European Journal of Developmental Psychology, 1, 127–152.
  • PonsF., LawsonJ., HarrisP., & de RosnayM. (2003). Individual differences in children's emotion understanding: Effects of age and language. Scandinavian Journal of Psychology, 44, 347–353.
  • RogoffB. (2003). The cultural nature of human development. New York: Oxford University Press.
  • RubinK., BurgessK., & CoplanR. (2002). Social withdrawal and shyness. In P.Smith & C.Hart (Eds.), Blackwell's handbook of childhood social development (pp. 329–352). London: Blackwell.
  • RussellJ. (1989). Culture, scripts, and children's understanding of emotion. In C.Saarni & P.Harris (Eds.), Children's understanding of emotion (pp. 293–318). Cambridge: Cambridge University Press.
  • RussellJ. (1990). The childrens' understanding of the causes and consequences of emotion. Child Development, 61, 1872–1881.
  • SaarikallioS., & ErkkiläJ. (2007). The role of music in adolescents' mood regulation. Psychology of Music, 35(1), 88–109.
  • SaarniC. (1999). The development of emotional competence. New York: Guilford.
  • SchwartzK. D., & FoutsG. T. (2003). Music preferences, personality style, and developmental issues of adolescents. Journal of Youth and Adolescence, 32(3), 205–213.
  • SlobodaJ. A., O'NeillS. A., & IvaldiA. (2001). Functions of music in everyday life: An exploratory study using the experience sampling method. Musicae Scientiae, 5(1), 9–32.
  • SuttonJ., SmithP., & SwettenhamJ. (1999). Social cognition and bullying: Social inadequacy or skilled manipulation?British Journal of Developmental Psychology, 17, 435–450.
  • TannenD. (1994). Gender and discourse. New York: Oxford University Press.
  • TurkleS. (2011). Alone together: Why we expect more from technology and less from each other. New York: Basic Books.
  • VinesB. W., KrumhanslC. L., WanderleyM. M., DalcaI. M., & LevitinD. J. (2011). Music to my eyes: Cross-modal interactions in the perception of emotions in musical performance. Cognition, 118(2), 157–170.
  • VygotskyL. (1978). Mind in society: The development of higher psychological processes. (original works published 1930, 1933, 1935)Cambridge, MA: Harvard University Press.
  • WellmanH., & BanerjeeM. (1991). Mind and emotion: Children's understanding of the emotional consequences of beliefs and emotion. British Journal of Developmental Psychology, 9, 191–214.
  • WhissellC., & NicholsonH. (1991). Children's freely produced synonyms for seven key emotions. Perceptual and Motor Skills, 72, 1107–1111.
  • WichmannC., CoplanR., & DanielsT. (2004). The social cognitions of socially withdrawn children. Social Development, 13, 377–392.
  • WolcottH. F. (1990). Transforming qualitative data: Description, analysis, and interpretation. Thousand Oaks, CA: Sage Publications.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.