The Mediation of Music in the Development of Intrapersonal and Action Skills in Early Teacher Education

Bibliographic References

• Aksoy, N. (2014). The relationship between university students’ attitude towards listening to music and their level of optimism. Educational Research and Reviews, 9(18), 719-723. https://doi.org/10.5897/ERR2014.1906
• Andreiko, O., Savchenko, R., Vasilenko, L., Khizhna, O., & Savchenko, Y. (2019). Creative Cooperation of Subjects of the Educational Process in the Context of Musical Activity. Journal of History Culture and Art Research, 8(1), 93-99. http://dx.doi.org/10.7596/taksad.v8i1.1969
• Ashford, S. J., & Black, J. S. (1996). Proactivity during organizational entry: The role of desire for control. Journal of Applied Psychology, 81(2), 199-214. https://doi.org/10.1037/0021-9010.81.2.199
• Bautista, C., & Nelly, P. (2011). Proceso de la investigación cualitativa: epistemología, metodología y aplicaciones. El Manual Moderno.
• Belanger, C. H., & Longden, B. (2009). The effective teacher’s characteristics as perceived by students. Tertiary Education and Management, 15(4), 323–340. https://doi.org/10.1080/13583880903335456
• Bennett, R. (2004). Neu Brain Research on Emotion and Feeling: Dramatic Implications for Music Education. Arts Education Policy Review, 6(2), 21-27.
• Bolat, Y., & Korkmaz, C. (2021). Social Values and Life Skills as Predictors of Organizational Culture: A Study on Teachers. Original Research. Sage Open, 1-17. https://doi.org/10.1177/21582440211023179
• Buyukgoze-Kavas, A. (2014). Validation of the Career adapt-abilities scale Turkish form and its relation to hope and optimism. Australian Journal of Career Development, 10(23), 125-132. https://doi.org/10.1177/1038416214531931
• Buyukgoze-Kavas, A. (2016). Predicting career adaptability from positive psychological traits. The Career Development Quarterly, 64(2), 114-125. https://doi.org/10.1002/cdq.12045
• Cansino, J. M., Román, R., & Expósito, A. (2018). Does Student Proactivity Guarantee Positive Academic Results? Education Sciences, 8(62), 1-11. https://doi.org/10.3390/educsci8020062
• Céspedes-Guevara, J., & Eerola, T. (2018). Music communicates affects, not basic emotions: A constructionist account of attribution of emotional meanings to music. Frontiers in Psychology, 9(215), 1-19. https://doi.org/10.3389/fpsyg.2018.00215
• Chang, I. H. (2011). A study of the relationships between distributed leadership, teacher academic optimism and student achievement in Taiwanese elementary schools. School Leadership and Management, 31(5), 491-515. https://doi.org/10.1080/13632434.20 11.614945
• Collie, R. J., & Martin, A. J. (2016). Adaptability: An important capacity for effective teachers. Educational Practice and Theory, 38, 27–39. http://dx.doi.org/10.7459/ept/38.1.03
• Collie, R. J., Granziera, H., Martin, A. J., Burns, E. C., & Holliman, A. J. (2020). Adaptability among science teachers in schools: A multi-nation examination of its role in school outcomes. Teaching and Teacher Education, 95, 1-11. https://doi.org/10.1016/j.tate.2020.103148
• Cortón-Heras, M.-O., Monreal-Guerrero, I.-M., & Parejo, J. L. (2023). La mediación de la música en el desarrollo de las habilidades interpersonales en la formación inicial del profesorado. ARTSEDUCA, (35), 67-84. https://doi.org/10.6035/artseduca.6827
• Croom, A. M. (2012). Music, neuroscience, and the psychology of well-being: A précis. Frontiers in Psychology, 2(393). https://doi.org/10.3389/fpsyg.2011.00393
• Crowe, M., Inder, M., & Porter, R. (2015). Conducting qualitative research in mental health: Thematic and content analyses. Australian & New Zealand Journal of Psychiatry, 49(7), 616-623. https://doi.org/10.1177/0004867415582053
• Delors, J. et al. (1996). Learning: the treasure within; report to UNESCO of the International Commission on Education for the Twenty-first Century (highlights). UNESCO Publishing.
• Deng, L., Thomas, A., & Trembach, S. (2014). Shaping the 21st‐century information professional: A convergence of technical and “soft” skills for workplace success. Proceedings of the American Society for Information Science and Technology, 51(1), 1-4. https://doi.org/10.1002/meet.2014.14505101128
• Desai, M. (2010). A rights-based preventive approach for psychosocial well-being in childhood. Spinger.
• Devroop, K. (2012). The social-emotional impact of instrumental music performance on economically disadvantaged South African students, Music Education Research, 14(4), 407-416. https://doi.org/10.1080/14613808.2012.685456
• Dewey, J. (2008). Experience And Education. Kappa Delta Pi Lecture.
• Dewiyani S, M. J. (2015). Improving Students’ Soft Skills using Thinking Process Profile Based on Personality Types. International Journal of Evaluation and Research in Education (IJERE), 4(3) 118-129. https://doi.org/10.11591/ijere.v4i3.4502
• Di Natale, J. J., & Russell, G. S. (2015). Cooperative learning for better perfomance. Music Educators Journal, 82, 26-28.
• Dingle, G. A., Clift, S., Finn, S., Gilbert, R., Groarke, J. M., Irons, J. Y., Jones-Bartoli, A., Lamont, A., Launay, J., Martin, E. S., Moss, H., Sanfilippo, K. R., Shipton, M., Stewart, L., Talbot, S., Tarrant, M., Tip, L., & Williams, E. J. (2019). An Agenda for Best Practice Research on Group Singing, Health, and Well-Being. Music & Science, 1-15. https://doi.org/10.1177/2059204319861719
• Dingle, G., Sharman, L. S., Bauer, Z., Beckman, E., Broughton, M., Bunzil, E., Davidson, R., Draper, G., Fairley, S., & Farrell, C. (2021). How Do Music Activities Affect Health and Well-Being? A Scoping Review of Studies Examining Psychosocial Mechanisms. Frontiers in Psychology, 12, 1-12. https://doi.org/10.3389/fpsyg.2021.713818
• Edgar, S. N. (2013). Introducing Social Emotional Learning to Music Education Professional Development. Applications of Research in Music Education, 31(2), 28–36. http://doi.org/10.1177/8755123313480508
• Einarsdottira, S. L., & Gudmundsdottir, H. R. (2016). The role of choral singing in the lives of amateur choral singers in Iceland. Music Education Research, 18(1), 39–56, http://dx.doi.org/10.1080/14613808.2015.1049258
• Flick, U. (2018). An Introduction to Qualitative Research. Sage.
• Freinet, C. (2002). Oeuvres pédagogiques. Seuil.
• Galagali, P. M. (2011). Adolescence and life skills. In R. Olyai, & D. K. Dutta (Eds.), Recent advances in adolescent health (pp. 209–218). JAYPEE Brothers Medical Publishers.
• Geertshuis, S., Jung, M., & Cooper-Thomas, H. (2014). Preparing Students for Higher Education: The Role of Proactivity. International Journal of Teaching and Learning in Higher Education, 26(2), 157-169.
• Ghazali, G., & Bennett, D. (2017). Employability for Music Graduates: Malaysian Educational Reform and the Focus on Generic Skills. International Journal of Music Education, 35(4), 588–600. https://doi.org/10.1177/0255761416689844
• Giraldez-Hayes, A., & Prince, E.-S. (2017). Habilidades para la vida. SM
• Goldstein, T. R. (2011). Correlations among social-cognitive skills in adolescents involved in acting or arts classes. Mind, Brain and Education, 5(2), 97-103. https://psycnet.apa.org/doi/10.1111/j.1751-228X.2011.01115.x
• Gopalakrishnan, A. C., Bhaskaran, S., & Ambujakshi, S. (2019). Relationship between Proactivity and Personal Pedagogical Knowledge in ESD among Pre-service Teachers: Sub-sampling on Social Media Usage and Subject Discipline. Journal of Teacher Education for Sustainability, 21(2), 73-90. https://doi.org/10.2478/jtes-2019-0018
• Gustems, J., & Calderón, C. (2014). Afrontamiento proactivo y bienestar psicológico en estudiantes de maestro en la Universidad de Barcelona. Programa de investigación de Docencia Universitaria (REDICE) de la Universitat de Barcelona (pp. 460-465). UB.
• Hallam, S. (2010). The power of music: Its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education,(3), 269-289. https://doi.org/10.1177/0255761410370658
• Hang-Joong, K. (2019). Effects of Happiness and Optimism on Trust and Meaning of life. Asia- pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology, 9(10), 521- 530. https://doi.org/10.35873/ajmahs.2019.9.10.044
• Haynes, T. L., Ruthig, J. C., Perry, R. P., Stupnisky, R. H., & Hall, N. C. (2006). Reducing the academic risks of over-optimism: The longitudinal effects of attributional retraining on cognition and achievement. Research in higher education, 47(7), 755-779. http://dx.doi.org/10.1007/s11162-006-9014-7
• Hodges, D. A. (2010). Can neuroscience help us do a better job of teaching music? General Music Today, 23(2), 3–12. https://doi.org/10.1177/1048371309349569
• Holguin Alvarez, J. (2017). Efectos de conductas proactivas y prosociales en incidentes críticos de escolares limeños, Perú. Propósitos y Representaciones, 5(2), 185-244. http://dx.doi.org/10.20511/pyr2017.v5n2.172
• Holliman, A. J., Martin, A. J., & Collie, R. J. (2018). Adaptability, engagement, and degree completion: a longitudinal investigation of university students. Educational Psychology, 38(6), 785-799. https://doi.org/10.1080/01443410.2018.1426835
• Hong, F.-Y., & Cheng, K.-T. (2013). A study of the relasinoships among high school principle transformational leadership, school academic optimism, teacher’s academic optimism and students’ academic achievement. Journal of National Univeristy of Tainan, 47(2), 47-72.
• Jackson, D., & Tomlinson, M. (2019). Career values and proactive career behaviour among contemporary higher education students. Journal of Education and Work, 1-16. https://doi.org/10.1080/13639080.2019.1679730
• Karacan–Ozdemir N., & Yerin Guneri, O. (2017). The Factors Contribute to Career Adaptability of High‐School Students. Eurasian Journal of Educational Research, 67, 183-198. http://dx.doi.org/10.14689/ejer.2017.67.11
• Klassen, R. M., & Tze, V. M. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: a metaanalysis. Educational Research Review, 12, 59-76. https://doi.org/10.1016/j.edurev.2014.06.001
• Koehler, F., Warth, M., Ditzen, B., & Neubauer, A. B. (2021). Motivation to Make Music Matters: Daily Autonomous Motivation , Flow, and Well-Being in Hobby Musicians. Psychology of Aesthetics, Creativity, and the Arts. https://doi.org/10.1037/aca0000409
• Küpana, M. (2015). Social emotional learning and music education. SED Journal of Art Education, 3(2), 75–88. https://doi.org/10.7816/sed-03-01-05
• Lamont, A. (2012). Emotion, engagement and meaning in strong experiences of music performance. Psychology of Music, 40(5), 574-594. https://doi.org/10.1177/0305735612448510
• Lavilles Jr., H. L., & Robles, A. C. M. O. (2017). Teachers’ soft skills proficiency level and school performance of selected schools in Sultan Kudarat Division. Journal of Advances in Humanities and Social Sciences, 3(1), 10-28. https://doi.org/ 10.20474/jahss-3.1.2
• Levitin, D. J., Grahn, J. A., & London, J. (2018). The Psychology of Music: Rhythm and Movement. Annu. Rev. Psychol, 69, 51–75. https://doi.org/10.1146/annurev-psych-122216-011740
• Lieder, F., & Iwama, G. (2021). Toward a formal theory of proactivity. Cognitive, Affective, & Behavioral Neuroscience, 21, 490-508. https://doi.org/10.3758/s13415-021-00884-y
• Lippman, L. H., Ryberg, R., Carney, R., & Moore, K. A. (June 2015). Workforce connections key “soft skills” that foster youth workforce success: Toward a consensus across fields. American people through the United States Agency for International Development. https://www.childtrends.org/wp-content/uploads/2015/06/2015-24WFCSoftSkills1.pdf
• Lyubomirsky, S. (2011). Why Are Some People Happier Than Others? The Role of Cognitive and Motivation Process in Well-Being. Am. Psychol., 56(3), 239-249. https://doi.org/10.1037//0003-066X56.3.239
• Luri, G. (2018). La escuela contra el mundo. El optimismo es posible. Editorial Nomos S.A.
• Martin, A. J., Nejad, H. G., Colmar, S., & Liem, G. (2012). Adaptability: Conceptual and Empirical Perspectives on Responses to Change, Novelty and Uncertainty. https://doi.org/10.1017/jgc.2012.8
• McManus, B., & Giraldez-Hayes, A. (2021). Exploring the experience of using music and creative mark-making as a reflective tool during coaching supervision: An Interpretative Phenomenological Analysis. Philosophy of Coaching, 6(2), 22-46. http://dx.doi.org/10.22316/poc/06.2.03
• Mills, P. F., Van Der Steen M. C., Schultz B. G., & Keller P. E. (2015). Individual differences in temporal anticipation and adaptation during sensorimotor synchronization. Timing Time Percept, 3(1-2), 13–31. https://doi.org/10.1163/22134468-03002040
• Nussbaum, M. (2007). Frontiers of justice: Disability, nationality, species membership. Harvard University Press.
• Ocaña-Fernández, A. (2020). La experiencia musical como mediación educativa. Octaedro.
• Olcina-Sempere, G., & Ferreira, M. (2020). The didactics of musical expression and inclusion: a mixed study with undergraduate students of the degree in primary education on the importance of music in primary education. Artsduca, 25, 23-39. https://www.e-revistes.uji.es/index.php/artseduca/article/view/4230
• Peabody, M. P. (2019). An interpretative phenomenological analysis: School administrators' perspective on the role of emotional intelligence and effective teaching. Unpublished (doctoral dissertation Northeastern University).
• Portowitz, A., & Klein, P. S. (2007). MISC-MUSIC: a music program to enhance cognitive processing among children with learning difficulties. International Society for Music Education, 25(3), 259-271. https://doi.org/10.1177/0255761407087263
• Prajina P. G. (2014). Impact of Life Skills among Adolescents: a Review. International Journal of Scientific Research, 3(7), 482-483.
• Priest, T. (2006). Self-evaluation, creativity, and musical achievement. Psychology of Music, 34(1), 47-61. https://doi.org/10.1177/0305735606059104
• Purol, M. F., & William J. Chopik, W. J. (2021). Optimism: Enduring resource or miscalibrated perception?. Social and Personality Psychology Compass, 15(5), 1-13. https://doi.org/10.1111/spc3.12593
• Rauduvaite, A., & Li, Y. (2018). Teacher's music activities in the classroom as a prerequisite for improvement of music education. Society, Integration, Education II, 395-404. https://doi.org/10.17770/sie2018vol1.3219
• Richard, V., Ben-Zaken, S., Siekanska, M., & Tenenbaum, G. (2020). Effects of movement improvisation and aerobic dancing on motor creativity and divergent thinking. Journal of Creative Behavior, 55(1), 255-267. https://doi.org/10.1002/jocb.450
• Riedler, M., & Eryaman, M. Y. (2016). Complexity, Diversity and Ambiguity in Teaching and Teacher Education: Practical Wisdom, Pedagogical Fitness and Tact of Teaching. International Journal of Progressive Education, 12(3), 172-186. http://www.inased.org/ijpepi.htm
• Ros-Morente, A., Oriola-Requena, S., Gustems-Carnicer, J., & Filella Guiu, G. (2019). Beyond music: Emotional skills and its development in young adults in choirs and bands. International Journal of Music Education, 37(4), 536-546. https://doi.org/10.1177/0255761419853634
• Scheier, M. F., & Carver, C. S. (2018). Dispositional optimism and physical health: A long look back, a quick look forward. American Psychologist, 73(9), 1082–1094. https://doi.org/10.1037/amp0000384
• Schroeder, F., Samuels, K., & Caines, R. (2019). Music Improvisation and Social Inclusion. Contemporary Music Review, 38(5), 441-445. https://doi.org/ 10.1080/07494467.2019.1684057
• Scott, L. (1992). Attention and perseverance behaviors of preschool children enrolled in Suzuki violin lessons and other activities. Journal of Research in Music Education, 40(3), 225-35.
• Seligman, M. E., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford review of education, 35(3), 293-311. https://doi.org/10.1080/03054980902934563
• Simons, H. (2009). Case Study Research in Practice. Sage.
• Soliveres-Buigues, R., Parejo, J. L., & Giraldez-Hayes, A. (2021a). Una ópera para la escuela de la ciudadanía. Revista electrónica de investigación educativa, 23, e16, 1-13. https://doi.org/10.24320/redie.2021.23.e16.3722
• Soliveres, R., Giraldez-Hayes, A., & Parejo, J. L. (2021b). Opera in primary education for the development of social and emotional skills: a case study from Mexico City. British Journal of Music Education, 234-248. https://doi.org/10.1017/S0265051721000103
• Spak, D., & Card, E. (2019). Music, Movement, and Mind: Use of Drumming to Improve Strength, Balance, Proprioception, Stamina, Coordination, and Emotional Status in a 12-Year-Old With Agenesis of the Corpus Callosum: A Case Study. Journal of Holistic Nursing, 20(10), 1-7. https://doi.org/10.1177/0898010119871380
• Stake, R. E. (1995). The art of case study research. Sage.
• Stelmach, B., Kovach, M., & Steeves, L. (2017). Casting a new light on a long shadow: Saskatchewan Aboriginal High School students talk about what helps and hinders their learning. Alberta Journal of Educational Research, 63(1), 1-20. https://doi.org/10.11575/ajer.v63i1.56085
• Stewart, P. (2013). Jamaican school libraries empowering students with life skills: A survey. In IASL Annual Conference Proceedings. https://doi.org/10.29173/iasl7820
• Taylor, Z. E., Kittrell, N., Nair, N., Evich, C. D., & Jones, B. L. (2020). Developmental antecedents of adolescent optimism in rural midwestern U.S. Latinx youth. Journal of Community Psychology, 48(2), 448-463. https://doi.org/10.1002/jcop.22267
• Thien, L. M., & Chan, S. Y. (2020). One-size-fits-all? A crossvalidation study of distributed leadership and teacher academic optimism. Educational Management Administration & Leadership, 20. https://doi.org/10.1177/1741143220926506
• Turino, T. (2008). Music as Social Life: The Politics of Participation. University Press.
• UN (2015). Transforming our world: The 2030 Agenda for Sustainable Development A/RES/70/1. United Nations.
• UNESCO (1973). Apprendre à être. UNESCO.
• Varner, E. (2020). General Music Learning Is Also Social and Emotional Learning. General Music Today, 33(2), 74–78. https://doi.org/10.1177/1048371319891421
• Vehkakoski, T. M. (2020). “Can do!” Teacher Promotion of Optimism in Response to Student Failure Expectation Expressions in Classroom Discourse. Scandinavian Journal of Educational Research, 64(3), 408-424. https://doi.org/ 10.1080/00313831.2019.1570547
• Wang, Z., & Fu, Y. (2015). Social support, social comparison, and career adaptability: A moderated mediation model. Social Behavior and Personality, 43(4), 649-659. https://doi.org/10.2224/sbp.2015.43.4.649
• Weston, D. (2020). The value of ‘Soft Skills’ in popular music education in nurturing musical livelihoods. Music Education Research, 22(5), 527-540. https://doi.org/10.1080/14613808.2020.1841132
• WHO (1997). Life skills education in schools. WHO/MNH/PSF/93.7A.Rev.2. World Health Organization. http://www.asksource.info/pdf/31181_lifeskillsed_1994.pdf
• WHO (2001). Regional framework for introducing lifeskills education to promote the health of adolescents. World Health Project: ICP HSD 002/II. World Health Organization.
• Wu, J. H., & Lin, C. Y. (2018). A multilevel analysis of teacher and school academic optimism in Taiwan elementary schools. Asia Pacific Education Review, 19, 53– 62. https://doi.org/10.1007/s12564-017-9514-5
• Zepke, N., & Linda, L. (2010). Beyond Hard Outcomes: 'soft' Outcomes and Engagement as Student Success. Teaching in Higher Education, 15(6) 661-73. https://doi.org/10.1080/13562517.2010.522084
• Zhang, L. M., Aidman, E., Burns, B., & Kleitman, S. (2020). Integrating self-report and performance-based assessment of adaptability in a university context. Journal of Research in Personality 88, 103988, 1-15. https://doi.org/10.1016/j.jrp.2020.103988