The relationship between musical self-concept and musical creativity among secondary school music students

Abstract

The purpose of this study was to establish the relationship between musical self-concept and musical creativity, and to determine the best predictors of musical creativity given the musical self-concept dimensions. Participants ( N = 201) were music students, drawn from 21 secondary schools in Kenya. Music Self-perception Inventory-Version 2 (MUSPI) was used to gather data on participants’ musical self-concept. Musical creativity was measured using the Consensual Musical Creativity Assessment Scale (CMCAS). Results indicated a positive relationship between musical self-concept and musical creativity ( r = .25, p < .01). All the musical self-concept dimensions, except singing and dancing showed positive associations with musical creativity. Further, a significant mean difference in musical creativity for positive and negative musical self-concept was observed. Multiple regression indicated that the best predictors of musical creativity were sense of rhythm and dancing self-concepts and the strongest predictor of musical creativity was sense of rhythm self-concept. A significant gender difference in musical creativity was observed, with males scoring higher than females. However, there was no significant difference in participants’ musical creativity based on age. The study recommends interventions and conducive environments for the development of positive musical self-concept.