Factors related to career success in classical musicians
The major purpose of the present study was to examine the relationships among gender, role models or mentors, gender-role socialization, students' self-perceptions of creative potential, ratings of creative ability, and teachers' ratings of students' chances for success. A further purpose of this study was to examine the effects of gender, gender-role socialization, creativity, and career goals on expectations for career success. Previously mentioned hypotheses were tested using the following measures: Torrance Test of Creative Thinking (TTCT) Figural test, Adjective Check List (ACL) Creative Personality Scale, Masculinity and Femininity scales, a demographic information form, and a Teacher Rated Career Success Scale (TRCS) which was developed by the author to measure each student's private studio music teacher's perception of the student's chances for career success as a performer on his or her respective instrument. The subjects for this study were 121 graduate performance majors (61 males and 60 females) at the Yale University School of Music.^ Results of statistical analyses indicated the following: (a) there does not appear to be any relationship between a student's characteristic gender role socialization and the teacher's assessment of the student's potential for success; (b) role models were not significantly related to teachers' assessments of students' potential success; (c) there were no significant relationships between gender-role classification and self-perceived chance of long-term success, nor was self-rated chance of success related to availability of role models; and (d) for self-rated chance of success as well as for teacher ratings of potential career success, TTCT scores were better predictors than ACL scores. Results of a multiple regression analysis indicated that average scaled scores on the Torrance tests, self-rated comparison to peers, and having the goal to become a soloist explained 23% of the variability in teacher ratings of potential for success. Results of a discriminant analysis predicting self-rated chance of success indicated that peer comparison, average Torrance score, goals of being in a major orchestra, and goals of being a soloist correlated most strongly with this function. The present study was limited with respect to generalizability due to the fact that the entire sample was from a highly prestigious school. ^
Music education|Educational psychology|Personality psychology
Talbot, Laurie Deane, "Factors related to career success in classical musicians" (1993). ETD Collection for Fordham University. AAI9412161.