Implicit Theories of Singing Ability and Singing Self-Concept in the Collegiate Choral Hierarchy

Abstract
The purpose of this study was to examine collegiate implicit theories of singing ability (i.e., mindset toward singing) and singing self-concept within the collegiate choral hierarchy. A secondary purpose was to examine collegiate singers’ desired ensemble placement and their reasons for wanting to stay in or leave their current ensemble. Participants (n = 142 collegiate singers across the choral hierarchy in two universities in the United States) completed a researcher-designed survey via Qualtrics with questions related to singing self-concept, mindset toward singing ability, and ensemble placement. There were three open-ended questions measuring responses to failure and future ensemble goals. There were no significant main effects for voice part, ensemble level, or year in school impacting singing self-concept or mindset. Participants’ scores reflected a growth mindset and high self concept regardless of voice part, year in school, or placement in the choral hierarchy. However, open ended responses largely aligned with the characteristics of a fixed mindset, including internal attribution of ability and helpless responses. Singers who reported wanting to stay in their current ensemble cited musical satisfaction as the most common reason. Those who reported wanting to leave often mentioned the desire to be in a more prestigious group or to gain a larger variety of experiences by working with multiple conductors.

Keywords: choral hierarchy, fixed mindset, growth mindset, implicit theory, self-concept