Abstract

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This study leverages Welch’s (2015) model of Identity and Competency to examine the effects of access to and external validation within childhood singing environments on participation in singing activities, and identification and perceived competence around singing as adults. Participants (N=68) from a sample of convenience answered 29 questions about their singing activities, self-/others’ perception of competence, happiness from singing, identification as a singer, salient positive and negative singing feedback in childhood and adulthood, respectively. There was almost no correlation between others’ perception of childhood competence and adult happiness from singing, but such perception may have influenced their adulthood competence. Number of types of participants’ childhood singing engagements showed a strong correlation (R2 = 0.53) with their adulthood identification as singers. Among adults across Competence and feedback valence, holistic assessments of singing voices are most salient in childhood feedback memories. Among adults across Competence, feedback concerning pitch was salient in their negative childhood feedback memories. Ensemble inclusion/encouragement does not rank highly among salient childhood feedback for High Competence adults, while it does for Low Competence adults. Anticipated success ranks highly among salient negative childhood feedback for High Competence adults, but not Low Competence adults. 

 

Keywords: singer, music, identity, competence, talent, development, external validation, feedback