Age trends in musical preferences in adulthood:2. Sources of social influences as determinants of preferences

Using the Music Preferences in Adulthood Model (MPAM, Bonneville-Roussy et al., 2017), an integrative model of the psychological determinants of musical preferences in adulthood, the main objective of this article is to investigate how different sources of social influences may affect age trends in musical preferences in adulthood. More specifically, we examine how the social network (such as family and peers), and psychological interpersonal dispositions (such as one’s psychological tendencies towards conformity) may influence these age trends. In two studies with a total sample size of over 950 adults, we examine how social influence variables are associated with age trends in musical preferences, measured with music genres and music clips (samples of musical audio recordings). Results revealed that the social network and interpersonal dispositions are related to preferences for different musical dimensions. These relationships were stronger for the musical genres dimensions as compared with the musical clips dimensions. In addition, our findings showed that dispositions toward conformity moderate the relations between age and musical preferences in adulthood. Those results confirm that social influences, especially the interpersonal disposition towards conformity, are important in the adoption of different musical preferences as adults evolve in age. The results are discussed within a lifespan developmental psychology of music perspective. </jats:p

Modèle prédictif des déterminants du rendement musical d'étudiants en musique au cégep

Les facteurs influençant le rendement dans les études est un sujet d'actualité qui n'est plus réservé qu'aux élèves du primaire et du secondaire. Une quantité imposante d'études a établi un lien direct entre la motivation, certains facteurs environnementaux et psychosociaux et le rendement, et ce, dans divers domaines d'études. L'étude proposée ici vise à examiner divers déterminants du rendement musical d'étudiants en musique et s'ancrera dans deux grandes perspectives théoriques : la théorie sociocognitive d'Albert Bandura (1986) et la théorie de l'autodétermination, mise de l'avant par Deci et Ryan (1985). Selon la théorie sociocognitive, la croyance en ses propres compétences, plus que la capacité objective, influence le cours des actions posées pour accomplir une tâche. Pour la théorie de l'autodétermination, la compétence est facilitée par une motivation autodéterminée, en particulier par une motivation intrinsèque. Dans le domaine musical, plusieurs études ont aussi établi des liens entre l'identité musicale et l'engagement scolaire d'étudiants en musique. Finalement, d'autres facteurs comme l'importance des ressources disponibles, la relation entre le professeur d'instrument et ses étudiants, et les stratégies de gestion des apprentissages ont été mentionnés dans la littérature comme facilitant le rendement d'étudiants en musique. L'objectif principal de cette étude est de tester un modèle prédictif du rendement d'étudiant en musique de niveau collégial. Nous fondant sur la théorie sociocognitive, le profil motivationnel et identitaire de l'étudiant servira d'antécédent au modèle prédictif du rendement. Une courte étude prospective se déroulant sur une période de quatre mois a été mise en place. Des étudiants en musique ont rempli, à deux reprises, un questionnaire portant sur les variables du profil motivationnel et identitaire, ici leurs perceptions de compétence en musique, leur motivation intrinsèque, et leur identité comme musicien, mesurées au début d'une session collégiale. Lors d'une seconde séance, la perception d'adéquation des ressources du milieu (mesurée à l'aide de l'adaptation scolaire, de la perception de soutien à l'autonomie et de la présence et l'importance des rétractions de la part du professeur d'instrument) et les stratégies individuelles de gestion (stratégies de coping, axées sur la tâche et sur l'évitement, d'autorégulation et de pratique délibérée) ont été examinées. Le rendement en musique à la fin de la session, mesuré par la note à l'instrument de musique, a été fourni par les institutions d'enseignement à la fin de la session. Des analyses acheminatoires confirment que le profil motivationnel et identitaire des étudiants en musique, la perception de l'adéquation des ressources de son milieu, et les stratégies individuelles de gestion qu'il utilise sont liées à son rendement musical. Les résultats seront discutés et les implications seront présentées.\ud _____________________________________________________________________________

Impact of maternal depressive symptoms on the development of infant temperament: Cascading effects during the first year of life

Maternal depression is associated with a range of child development outcomes, including difficult temperament. This longitudinal study investigated whether depressive symptoms (DS) that mothers experience after childbirth predict infant negative affect (NA), as well as potential effects of infant NA on maternal DS, across the first year of life. In the study (N = 63), questionnaires (the Beck Depression Inventory Second Edition, and the Infant Behavior Questionnaire–Revised Very Short Form) were administered at 2 weeks, 4, 6, and 9 months after birth. Using path analysis, we tested five different models that could explain the relationship between maternal DS and infant NA. The best‐fitting model showed that the days immediately following childbirth represent an important time for the development of infant temperament as maternal mood significantly predicts infant NA for at least 4 months after birth. This does not constitute a single sensitive period; a new predictive effect emerges around 4 months of age, suggesting cascading influences of maternal DS across the first 6 months of life. These results suggest a need for support, should a mother experience DS, not only immediately after birth, but also throughout the early stages of parenting

Motivation and coping with the stress of assessment: Gender differences in outcomes for university students

The main objectives of the present research were to test a conceptual model linking motivational processes involved in coping with the stress of university assessment, and to examine gender differences in these processes. Self-determined motivation was hypothesized to predict coping strategies and the response to assessment-related stress, and coping was hypothesized to play a considerable role in short- and long-term outcomes of assessment. We examined this model using multiple group path analysis. In Study 1 (N = 265), music students’ use of engagement-coping strategies led to stronger musical career intentions, while disengagement-coping strategies led to weaker intentions. In Study 2 (N = 340), students’ increased use of engagement coping, and decreased use of disengagement coping strategies led to higher grades, higher positive affect and lower negative affect. In both studies, engagement and disengagement-coping were predicted by autonomous and controlled motivation, respectively. Motivation also indirectly predicted academic outcomes through stress appraisal and coping. While women experienced higher levels of stress, men were more negatively affected by the use of disengagement-oriented coping. Gender differences were also found on the links between engagement-oriented coping and outcomes. These results fill an important gap in the literature regarding gender differences in the outcomes coping in education, as well as contributing to a better understanding of the processes linking motivation, coping and academic outcomes

Child and parent predictors of picky eating from preschool to school age

Background: Picky eating is prevalent in childhood. Because pickiness concerns parents and is associated with nutrient deficiency and psychological problems, the antecedents of pickiness need to be identified. We propose an etiological model of picky eating involving child temperament, sensory sensitivity and parent-child interaction. Methods: Two cohorts of 4-year olds (born 2003 or 2004) in Trondheim, Norway were invited to participate (97.2% attendance; 82.0% consent rate, n = 2475) and a screen-stratified subsample of 1250 children was recruited. We interviewed 997 parents about their child’s pickiness and sensory sensitivity using the Preschool Age Psychiatric Assessment (PAPA). Two years later, 795 of the parents completed the interview. The Children’s Behavior Questionnaire (CBQ) was used to assess children’s temperament. Parent- child interactions were videotaped and parental sensitivity (i.e., parental awareness and appropriate responsiveness to children’s verbal and nonverbal cues) and structuring were rated using the Emotional Availability Scales (EAS). Results: At both measurement times, 26% of the children were categorized as picky eaters. Pickiness was moderately stable from preschool to school age (OR = 5.92, CI = 3.95, 8.86), and about half of those who displayed pickiness at age 4 were also picky eaters two years later. While accounting for pickiness at age 4, sensory sensitivity at age 4 predicted pickiness at age 6 (OR = 1.25, CI = 1.08, 2.23), whereas temperamental surgency (OR = 0.88, CI = 0.64, 1.22) and negative affectivity (OR = 1.17, CI = 0.75, 1.84) did not. Parental structuring was found to reduce the risk of children’s picky eating two years later (OR = 0.90, CI = 0.82, 0.99), whereas parental sensitivity increased the odds for pickiness (OR = 1.10, CI = 1.00, 1.21). Conclusions: Although pickiness is stable from preschool to school age, children who are more sensory sensitive are at higher risk for pickiness two years later, as are children whose parents display relatively higher levels of sensitivity and lower levels of structuring. Our findings suggest that interventions targeting children’s sensory sensitivity, as well as parental sensitivity and structuring, might reduce the risk of childhood pickiness. Health care providers should support parents of picky eaters in repeatedly offering unfamiliar and rejected foods to their children without pressure and acknowledging child autonomy

Time, Age, Gender and Cultural Measurement Invariance of the (CASP)-12, a Measure of Psychological Quality of Life in Adulthood

Purpose : Whereas Quality of Life in older populations has long been conceptualized in regards to health or illness, the Control, Autonomy, Self-Realization and Pleasure scale (CASP-12) focuses on the positive facets of aging. Although the CASP is a widely used scale, its measurement invariance has seldom been examined. The present study aims to ascertain the measurement invariance of the CASP-12 over a period of 10 years and between age, culture and gender. Methods : Secondary data analyses were conducted on the longitudinal data collected in 2006-2007 (i.e., T-1) and 2016-2017 (i.e., T-2) of the Survey of Health, Ageing and Retirement in Europe study (SHARE) . The factorial validity of the CASP-12 was examined and its measurement invariance was tested with a sample of 3565 men and 4785 women aged 30-99 years, coming from 10 different European countries, who were assessed twice, ten years apart. Results : Results showed a strong theoretical and empirical dimensionality of the CASP-12 , a well as partial scalar invariance of time (10 years), age and culture. It was also found that the scale is gender invariant at the scalar level. Conclusion : This study replicates the CASP-12 dimensional structure, factorial structure and factor loadings. The scale has demonstrated to be a reliable and valid measure of the positive aspects of quality of life to be used across time, age, gender and culture in adulthood and old age