Why Won’t Boys Sing? Why Won’t Boys Sing? Attributional beliefs andAttributional Choir Enrollment Preadolescent Boys of Preadolescent Boys beliefs of and Choir Enrollment Self-Concept in Music The averages shown in Figure 2 demonstrate how boys’ self-concepts are tied to their enrollment in choir. When comparing the SCIM averages of boys and girls, there was an unsurprising significance (p < .0001) between the girls’ higher average of 0.675 and the boys’ average of 0.540. Table 1 shows results from a correlation matrix and highlights the attributional beliefs with significant relationships to SCIM. Attributional Beliefs As seen in Figure 3, effort and musical ability were considered the most to important causes of success and Correlation failure SCIM in music by both boys and girls. T-tests Boys performed on this data, as shown in Table 2, found that effort, affect for music, and classroom environment showed significant Girls differences when comparing genders. Figure 2 Figure 2 Correlation to Effort SCIM Boys 0.39778 Effort Musical Ability 0.39778 0.39000 Musical Affect for Classroom Affect for Classroom Background Ability Music Environment Music Environment 0.39000 0.40039 0.21102 0.40039 0.21102 0.38561 Background 0.38561 <.0001* <.0001* <.0001* <.0001* <.0001* 0.0333* 0.0333* <.0001* <.0001* 0.22156 0.01708 0.01708 0.09752 0.09752 0.05790 0.05790 0.10627 0.10627 0.0319* 0.0319* 0.8702 All students 0.37719 0.37719 0.28148 Why Won’t Boys Sing? 0.8702 0.3498 0.3498 0.5793 0.5793 0.3080 0.3080 0.28148 0.32916 0.32916 0.12634 0.12634 0.24959 0.24959 Attributional beliefs and Choir Enrollment of Preadolescent Boys <.0001* <.0001* <.0001* Why Won’t Boys Sing? <.0001* <.0001* <.0001* 0.0777 Attributional beliefs and Choir Enrollment of Preadolescent Boys *significant difference*significant was found difference (p<.05) was found (p<.05) 0.0777 0.0004* 0.0004* All students Averages Compared by Enrollment Figure 2 <.0001* Girls 0.22156 Averages Compared by Gender Table 1Averages Compared by Gender While Figure 4 shows a consistency Table 1 Table 1 for students enrolled in choir to score all Attributional Beliefs attributes higher than the mean,Attributional a logistical Beliefs regression found that effort and musical ability were the only significant predictors seen in Figure 3, effort musical ability were considered the most As seen in Figure As 3, effort and musical abilityand were considered the most for enrollment in choir other than gender important of success and in music both boys and girls. T-tests and SCIM. The chi square resultsimportant are listedcauses of successcauses and failure in music byfailure both boys andby girls. T-tests in Table 3. on this data as2 shown in Table found for thatmusic, effort, and affect for music, and Figures 5 through 9 look at each performed on this performed data as shown in Table found that effort,2 affect attribute separately, comparing averages of classroom environment had significant differences when comparing genders. classroom environment had significant differences when comparing genders. boys enrolled in choir, boys not enrolled in choir, all boys, girls enrolled in choir, girls not enrolled in choir, and all girls. With each attribute it is evident that boys who enrolled in choir consistently scored attributes higher than all other subgroups. Though the significance of these 17 17 differences was not calculated, the value of each attribute differed more between boys Figure 3 who enrolled and did not enroll in choir Figure 3 than between girls who enrolled and did not enroll in choir. Girls’ belief in musical T-TEST Musical Figure 3 Classroom ability was the only attribute rated higher results Effort Ability Affect Environment Background T-TEST Musical by the group not enrolled in choir (Figure 0.7735 0.7134 0.6036 Classroom 0.6143 0.4016 Boys’ Mean results Effort Ability Affect Environment Background 6). Girls’Mean Mean Boys’ 0.8467 0.7735 0.7644 0.7134 0.6985 0.6036 0.6720 0.6143 0.4175 0.4016 Difference Girls’ Mean -0.0732 0.8467 -0.0509 0.7644 -0.0949 0.6985 -0.0578 0.6720 -0.0159 0.4175 p value Difference 0.0051* -0.0732 0.0800 -0.0509 0.0034* -0.0949 0.0468* -0.0578 0.6556 -0.0159 0.0800 0.0034* 0.0468* 0.6556 *significant found (p<.05) p value difference was0.0051* Table 2 *significant difference was found (p<.05) 26 Averages Compared by Enrollment Table 2 GEORGIA MUSIC NEWS, VOL. 74, NUMBER 3, SPRING/SUMMER 2014 Table 2