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Adolescents' Commitment to Developing Talent: The Role of Peers in Continuing Motivation for Sports and the Arts
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When music teachers foster an environment in which students are growing musically and have a sense of belonging, students may form peer-bonds that sustain involvement in the music program over time.
“when music teachers foster an environment in which students are growing musically and have a sense of belonging, students may form peer-bonds that sustain involvement in the music program over time”
From Understanding Participation in Secondary Music Classes: A Literature Review (2020) · cites this paper as Patrick et al., 1999
The Summary (page not available in our copy) says satisfying peer relationships within talent activities bolstered adolescents’ enjoyment and commitment; it specifically includes band, orchestra, and choir among activities where participants formed close bonds. The paper does not establish that music teachers fostered those relationships by creating an environment of musical growth and belonging. (LLM, conf=0.85)
Experimental — accuracy not yet measuredStudent perceptions and peer groups have an influence on music class enrollment.
“Student perceptions and peer groups also have an influence on music class enrollment”
From Understanding Participation in Secondary Music Classes: A Literature Review (2020) · cites this paper as Patrick et al., 1999
The Discussion (page unavailable) reports that peers appeared to support adolescents’ continued involvement in talent activities, including music, and the Introduction links adolescents’ self-perceptions to activity involvement. The paper examines continuing participation, not music class enrollment specifically, so it does not establish the claimed influence on enrollment. (LLM, conf=0.86)
Experimental — accuracy not yet measuredClose peer social networks have been found to sustain involvement in the arts, expand students' social networks, and increase enjoyment in arts participation.
“Close peer social networks have been found to sustain involvement in the arts, expand students' social networks, and increase enjoyment in arts participation”
From Understanding Participation in Secondary Music Classes: A Literature Review (2020) · cites this paper as Patrick et al., 1999
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Research works printed but not linked: 38
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Understanding Participation in Secondary Music Classes: A Literature Review
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Metadata
- Authors
- Patrick, H., Ryan, A. M., Alfeld-Liro, C., Fredricks, J. A., Hruda, L. Z., & Eccles, J. S.
- Affiliations
- Northern Illinois University (US)
- University of Illinois Urbana-Champaign (US)
- University of Michigan (US)
- Venue
- Journal of Youth and Adolescence
- Published
- 1999-12
- Volume
- 28
- Issue
- 6
- Pages
- 741-763
- ISSN
- 0047-2891 (ISSN-L)
- 1573-6601
- OpenAlex
- W2111171754
- Cited by
- 218
- References
- 0
- Citations by year
- 2026: 3 · 2025: 1 · 2024: 4 · 2023: 4 · 2022: 5 · 2021: 6 · 2020: 7 · 2019: 9 · 2018: 9 · 2017: 7 · 2016: 12 · 2015: 14 · 2014: 12 · 2013: 12 · 2012: 16
- FWCI
- 4.89
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Licence
- Locations
- Journal of Youth and Adolescence (publishedVersion)
- Deep Blue (University of Michigan) (submittedVersion)
- Max Planck Institute for Plasma Physics (submittedVersion)
- Max Planck Digital Library (submittedVersion)
- MPG.PuRe (Max Planck Society) (submittedVersion)
- Funders
- National Institute of Child Health and Human Development
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Developmental and Educational Psychology › Sport Psychology and Performance
- Social Sciences › Psychology › Developmental and Educational Psychology › Youth Development and Social Support
- Keywords
- talent development, peer relationships, adolescents, sport, art, motivation, gender differences, social satisfaction, quitting, parental attitudes
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