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題名：青少年音樂態度兩性差異及性別角色因素之探討
書刊名：新竹師院學報
作者：蘇郁惠
作者(外文)：Su, Yu-huei
出版日期：2004
卷期：18
頁次：頁363-386
主題關鍵詞：青少年；音樂態度；兩性差異；性別角色；Adolescence；Musical attitude；Sex differences；Sex role
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(3) 博士論文(1) 專書(0) 專書論文(0)
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  • 共同引用共同引用:516
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本研究探討青少年兩性音樂態度之差異，並比較不同性別角色青少年間的音樂態度差異。本研究採問卷調查法，選取北部地區之21所國中及21所高中，採叢集抽樣法，樣本數總計1706人。本研究工具有二，一為研究者編「青少年音樂態度調查表」，問卷經內部一致性檢定Cronbach α值達 .85。本音樂態度量表調查青少年之學校音樂文化認同、流行音樂文化認同及音樂行為自我意象，並調查父母音樂態度、同儕及科技媒體等相關因素對青少年音樂態度之影響。另一研究工具為國內學者林邦傑修訂之「性別角色量表」，藉此測量青少年之性別角色區分為男性化、女性化、兩性化、未分化等四種性別角色。研究結果支持假設：青少年的音樂態度呈現兩性差異。普遍而言，女性普遍高於男性，尤其是在音樂行為自我意象、學校音樂文化認同上，男女差異更為明顯，而男女兩性的父母音樂態度差異亦極為顯著。其次，本研究亦發現，不同性別角色青少年之音樂態度亦有顯著差異，未分化者在各向度得分最低、兩性化者得分較高；男性化與女性化除了其父母音樂態度有所差異外，其他各向度並無顯著差異。本研究最後強調音樂教育兩性平等的重要性，並建議研商具體策略以破除性別角色刻板印象對音樂學習的不利影響。
In this study, the purpose is to investigate the sex differences of adolescent musical attitude, and compare among their different sex roles. In this study, a survey to 21 junior high and 21 high schools by cluster sampling was performed to include 1706 students in the end for statistics. An Adolescent Music Learning Behavior Questionnaire which was developed by author was used as the major tool for the survey. The internal consistency test was high with Cronbach α .85. Categories of music learning factors including school musical culture identity, popular music culture identity, self image of musical behavior, parents' attitude to music, peer group and media effect were included in the questionnaire. The authors chose Lin's sex role inventory as criteria for adolescent's sex role, which classifies sex roles into masculine, feminine, androgynous, and undifferentiated. The result of this study revealed the significant sex difference of adolescent's music behavior. Female adolescence has higher scores in all categories especially for self image, school music culture and parent's attitude. In different sex role, the undifferentiated has the lowest scores of the music behavior, and the androgynous has the highest. There was no significant difference between masculine and feminine type except parents' attitude. In this study the importance of sex equality in music education is emphasized and the author suggests further study for strategy to remove the barrier for music learning by affecting factors of sex role.
期刊論文
1.陳皎眉(19990700)。從性別差異看兩性平等教育。臺灣教育，583，3-9。  延伸查詢new window
2.Hargreaves, D.、Comber, C.、Colley, A.(1995)。Effects of age, gender and training on musical preferences of British secondary school students。Journal of Research in Music Education，43(3)，242-250。  new window
3.賴友梅(19981100)。影響國中教師性別角色刻板化態度與兩性教育平等意識相關因素之研究。兩性平等教育季刊，5，48-65。  延伸查詢new window
4.林邦傑(19811200)。性別角色與自我防衛、生活適應、認知能力的關係。中華心理學刊，23(2)，107-129。new window  延伸查詢new window
5.李美枝、鍾秋玉(19961200)。性別與性別角色析論。本土心理學研究，6，260-299。new window  延伸查詢new window
6.蘇郁惠(1996)。美國音樂評量與音樂教學目標發展之探討。音樂研究學報，5，125-152。  延伸查詢new window
7.蘇郁惠(2003)。兒童音樂性向發展與音樂環境關係之探討。新竹師院學報，16，265-292。new window  延伸查詢new window
8.Abeles, Harold F.、Porter, S. Y.(1978)。The sex-stereotyping of musical instruments。Journal of Research in Music Education，26，65-75。  new window
9.Bruce, R.、Kemp, A.(1993)。Sex-stereotyping in children’s preferences for musical instruments。British Journal of Music Education，10，213-217。  new window
10.Comber, C.、Hargreaves, D. J.、Cooley, A.(1993)。Girls, boys, and technology in music education。British Journal of Music Education，10，123-134。  new window
11.Crowthe, R.、Durkin, K.(1992)。Sex-and age-related differences in the musical behaviour, interests and attitudes towards music of 232 secondary school students。Educational Studies，8，131-139。  new window
12.Delzell, K.、Leppla, D. A.(1992)。Gender association of musical instruments and preferences of fourth-grade students for selected instruments。Journal of Research in Music Education，40，93-103。  new window
13.Hargreaves, D. J.(1995)。Effects age, gender and training on musical preference of British secondary school students。Journal of Research in Music Education，43(3)，242-250。  new window
14.Ho, W. C.(2001)。Musical learning: differences between boys and girls in Hong Kong Chinese co-educational secondary schools。British Journal of Music Education，18(1)，41-45。  new window
15.MENC(2001)。Gender trend among MENC music educators。Teaching music，8，52-56。  new window
16.North, A. C.、Hargreaves, D. J.(1999)。Music and adolescent identity。Music Education Research，1，75-92。  new window
17.O’Neill, S. A.、Boulton, M. J.(1996)。Boys’ and girls’ preferences for musical instruments: A function of gender?。Psychology of Music，24，178-183。  new window
18.Seidman, Steven A.(1992)。An investigation of sex-role stereotyping in music videos。Journal of Broadcasting and Electronic Media，36(2)，209-216。  new window
19.Sinsel, T. J.、Dixon, W. E.、Blades-Zeller, E.(1997)。Psychological sex type and prefers for musical instruments in forth and fifth graders。Journal of Research in Music Education，45(3)，390-401。  new window
20.Sorfe, L.(1993)。The Significance of gender boundaries in preadolescence: Contemporary correlates and antecedents of boundary violation and maintenance。Child Development，64，455。  new window
21.Toney, G. T.、Weaver, J. B.(1994)。Effects of gender and gender role self-perceptions on affective reactions to rock music video。Sexrole，30，567-584。  new window
22.White, S.、Vanneman, A.(1999)。Student achievement on the NAEP 1997 arts assessment。Educational Statistics Quarterly，1(4)，34-37。  new window
23.Zervoudakes, J.、Tanur, J.(1994)。Gender and musical instruments: Winds of changes?。Journal of Research in Music Education，42，58-67。  new window
會議論文
1.姚世澤(2001)。音樂教育是否反映人類需求與社會文明。臺北。79-88。  延伸查詢new window
2.蘇郁惠(1999)。國民中、小學學生音樂鑑賞能力測量之研究。臺北。95-124。  延伸查詢new window
3.Koza, J. E.(1992)。The "missing male" and gender-related issues in music education: a critical analysis of evidence from the music supervisors’ journal, 1914-1924。  new window
學位論文
1.章順慧(2000)。不同性別與性別角色人格特質之國中學生對生活科技課程學習興趣之差異性分析，臺北。  延伸查詢new window
2.黃玉梅(1989)。兒童讀物對兒童性別角色態度之影響研究，臺北。  延伸查詢new window
圖書
1.Citron, Marcia J.(1993)。Gender and the Musical Canon。Cambridge：Cambridge University Press。  new window
2.張春興(1989)。心理學。臺北：東華。  延伸查詢new window
3.Green, Lucy(1997)。Music, gender, education。Cambridge, MA：Cambridge University Press。  new window
4.劉惠琴(1983)。從心理學看女人。從心理學看女人。臺北：張老師。  延伸查詢new window
5.張春興(1995)。現代心理學─現代人研究自身問題的科學。臺北。new window  延伸查詢new window
6.Gollnick, D. M.、Chinn, P. C.(1994)。Multicultural Education in a Pluralistic Society。New York：Columbus, OH：Charles E. Merrill。  new window
7.劉安彥、陳英豪(1994)。青年心理學。台北：三民書局。  延伸查詢new window
8.李惠加(1997)。青少年發展。臺北：心理。  延伸查詢new window
9.Grossman, Herbert、Grossman, Suzanne H.(1994)。Gender issues in Education。Boston, MA：Allyn and Bacon。  new window
10.莊明貞(1998)。教育與性別。現代教育社會學。臺北。  延伸查詢new window
11.李美枝(1997)。性別角色面面觀。性別角色面面觀。臺北。  延伸查詢new window
12.曹理、何工(2001)。音樂學習與教學心理。音樂學習與教學心理。上海。  延伸查詢new window
13.曾遂今(1997)。音樂社會心理學概論。音樂社會心理學概論。北京。  延伸查詢new window
14.劉沛(1996)。音樂教育的理論基礎。音樂教育的理論基礎。新疆。  延伸查詢new window
15.Cutietta, R. A.(1992)。The measurement of attitudes and preferences in music education。Handbook of Research on Music Teaching and Learning。New York。  new window
16.Denver, C.(1980)。Music objectives: second assessment。Music objectives: second assessment。Washington, D. C.。  new window
17.Denver, C.(1981)。Music 1978-79: results from the second national music assessment。Music 1978-79: results from the second national music assessment。Washingon, D. C.。  new window
18.Denver, C.(1981)。Procedural Handbook, 1978-79 Music Assessment。Procedural Handbook, 1978-79 Music Assessment。Washington, D. C.。  new window
19.Hampson, S.(1986)。Sex roles and personality。The Psychology of Sex Roles。London。  new window
20.Hargreaves, D. J.、North, A. C.(1997)。The Social Psychology of Music。The Social Psychology of Music。New York。  new window
21.Lehmann, P. R.(1992)。Curriculum and program evaluation。Handbook of research of music teaching and learning。New York。  new window
22.Ruth, Wright(2001)。Gender and achievement in music education: the view。Gender and achievement in music education: the view。  new window
23.Wolfe, E. W.、Linden, K. W.(1991)。Investigation of the relationship between instrinc motivation and musical creativity。Investigation of the relationship between instrinc motivation and musical creativity。  new window
 
 
 
 
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