Abstract
In this brief article, we describe how global and domain-specific components of music self-concept fit into the Shavelson, Hubner, and Stanton model of self-concept, how those components intercorrelate with each other, how they relate to other desirable outcomes and beneficial aspects of psychological functioning, and how those perceptions vary across grade-level, gender, and musical activity groups. We further offer suggestions for how to enhance music self-concept and related skills.
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