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The Effect of Ear-Training Approach on Music-Evoked Emotions and Music Liking
Psihologijske teme, 32 (2023), 1; 81-104. https://doi.org/10.31820/pt.32.1.5
Žauhar, Valnea; Vidulin, Sabina; Plavšić, Marlena; Bajšanski, Igor

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Žauhar, V., Vidulin, S., Plavšić, M. i Bajšanski, I. (2023). The Effect of Ear-Training Approach on Music-Evoked Emotions and Music Liking. Psihologijske teme, 32. (1), 81-104. doi: 10.31820/pt.32.1.5

Žauhar, Valnea, et al. "The Effect of Ear-Training Approach on Music-Evoked Emotions and Music Liking." Psihologijske teme, vol. 32, br. 1, 2023, str. 81-104. https://doi.org/10.31820/pt.32.1.5

Žauhar, Valnea, Sabina Vidulin, Marlena Plavšić i Igor Bajšanski. "The Effect of Ear-Training Approach on Music-Evoked Emotions and Music Liking." Psihologijske teme 32, br. 1 (2023): 81-104. https://doi.org/10.31820/pt.32.1.5

Žauhar, V., et al. (2023) 'The Effect of Ear-Training Approach on Music-Evoked Emotions and Music Liking', Psihologijske teme, 32(1), str. 81-104. doi: 10.31820/pt.32.1.5

Žauhar V, Vidulin S, Plavšić M, Bajšanski I. The Effect of Ear-Training Approach on Music-Evoked Emotions and Music Liking. Psihologijske teme [Internet]. 2023. [pristupljeno 12.11.2024.];32(1):81-104. doi: 10.31820/pt.32.1.5

V. Žauhar, S. Vidulin, M. Plavšić i I. Bajšanski, "The Effect of Ear-Training Approach on Music-Evoked Emotions and Music Liking", Psihologijske teme, vol. 32, br. 1, str. 81-104, 2023. [Online]. Dostupno na: https://urn.nsk.hr/urn:nbn:hr:186:022800. [Citirano: 12.11.2024.]

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Podaci o radu
Naslov (engleski)The Effect of Ear-Training Approach on Music-Evoked Emotions and Music Liking
AutorValnea Žauhar
AutorSabina Vidulin
AutorMarlena Plavšić
AutorIgor Bajšanski
Autorova ustanovaSveučilište Jurja Dobrile u Puli
(Filozofski fakultet u Puli)
Autorova ustanovaSveučilište Jurja Dobrile u Puli
(Muzička akademija u Puli)
Autorova ustanovaSveučilište u Rijeci
Filozofski fakultet
(Odsjek za psihologiju)
Znanstveno / umjetničko
područje, polje i grana		DRUŠTVENE ZNANOSTI
Psihologija
Sažetak (engleski)
In this study, we examined differences in music-evoked emotions and music liking between two approaches to teaching ear-training in music school. Participants were 423 pupils (60% female; Mage = 10.55 years, SDage = 0.92) in the third grade. In two ear-training lessons prepared either by the standard (STA) or the multimodal and interdisciplinary cognitive-emotional approach (CEA), pupils listened to a 2-minute excerpt from the 4th movement (Allegro con fuoco) of the Symphony no. 9 in E minor, Op. 95 (“From the New World”) by Antonín Dvořák. The Geneva Emotional Music Scale (GEMS-9, Zentner et al., 2008) was translated and adapted to measure music-evoked emotions. Pupils also reported their music liking. In this study, the original three-factor structure of the GEMS-9 was not replicated, and instead a two-factor solution with factors labelled Activation and Calmness emerged. The results showed that in both groups the music evoked moderate to moderately high Activation and low Calmness. Pupils reported high music liking, however, those who participated in the CEA liked the music more than those who participated in the STA. The listening activities that enrich children’s experiences of classical music in the classroom are discussed.
Ključne riječi (engleski)
Jezikengleski
Vrsta publikacijeZnanstveni rad - Izvorni znanstveni rad
Status objaveObjavljen
Vrsta recenzijeRecenziran
Verzija publikacijeObjavljena verzija rada (izdavačev PDF)
Naslov časopisaPsihologijske teme
Brojčani podacivol. 32, br. 1, str. 81-104
p-ISSN1332-0742
e-ISSN1849-0395
DOIhttps://doi.org/10.31820/pt.32.1.5
URN:NBNurn:nbn:hr:186:022800
Datum objave publikacije2023
URL dokumentahttps://hrcak.srce.hr/300438
Vrsta resursaTekst
Prava pristupaOtvoreni pristup
Uvjeti korištenjaIkona licence Zaštićeno autorskim pravom.
Datum i vrijeme pohrane2023-12-19 14:20:34