Karin S Hendricks
Biographic Data
| ID | 5873102 |
|---|---|
| NAME | Karin S Hendricks |
| GIVEN NAMES | Karin S |
| FAMILY NAME | Hendricks |
| SIGNATURE | HENDRICKS K S |
| AFFILIATIONS | Boston University |
| ORCID | 0000-0003-2471-4668 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
The role of social media feedback in performance preparation, self-esteem, and anxiety
Online social networking is a common mode of communication; however, the research literature is divided as to its impact upon well-being. As musicians increasingly engage in online performances, we were interested in exploring responses and feelings stemming from social media (SM) feedback related to shared performance encounters. Six university students enrolled in music classes as novice musicians posted pre-performance clips on SM before an in…
Teaching Self-Efficacy Beliefs and Commitment Among Rural Music Educators
Context-specific challenges may interfere with rural music teachers’ ability to develop self-efficacy beliefs in their music teaching abilities. In this multiple case study, we aimed to explore relationships between the four self-efficacy sources and the teaching self-beliefs and commitment of rural music teachers. Six rural public school music teachers completed the Music Teacher Self-Efficacy Questionnaire, focus group and individual interviews…
Troubling Empathy in Music Education: Pathways and Pitfalls
Drawing from feminist traditions, this article is a dialogical inquiry between two authors who have written previously about the role of empathy in music education. Coming from differing vantage points (one psychological, one sociological), we address varying definitions, assumptions, potentials, and problems related to empathy and consider how empathy might be useful versus harmful within music education relationships. We use a relational approa…
The Oxford Handbook of Care in Music Education
The Oxford Handbook of Care in Music Education addresses ways in which music teachers and students interact as co-learners and forge authentic relationships with one another through shared music-making. Concepts of care addressed in this handbook stem from philosophies of relationship, feminist ethics, musical meaningfulness, and compassionate music teaching. Authors highlight the essence of authentic relationships and shared experiences between …
Oxford Handbook of Care in Music Education
Pentecostal Pedagogy and Musical Engagement: A Narrative Portrait
This narrative portrait of Michelle, a Bahamian elementary music teacher working in the southeastern United States, illustrates how Emdin's (2016) Pentecostal pedagogy might apply to music education. An element of Emdin's broader reality pedagogy, Pentecostal pedagogy emphasizes ways in which a teacher engages students in educational content by connecting with them emotionally, balancing structure and improvisation, utilizing knowledge about stud…
Reaching to Transgress: A Critical Self-Study of a Teacher Education Program
Teaching to transgress, according to bell hooks, entails educators moving beyond an assembly-line approach to embrace integration of the mind, body, and spirit, and engaging in ways that honor the uniqueness of all students. The purpose of this study was to evaluate our music teacher education program in order to critically analyze how our practices may or may not transgress. In keeping with principles of S-STEP (Self-Study of Teacher Education P…
Teaching methods that foster self-efficacy belief: Perceptions of collegiate musicians from the United States
Self-efficacy belief is a strong predictor of successful performance. Developmental differences in the acquisition of self-beliefs have been attributed to myriad individual and contextual factors, including teacher influence. The aim of this mixed-method study was to examine collegiate music students’ perceptions of teaching methods that strengthened or weakened music performance belief. A questionnaire was sent to music students enrolled in thei…
“It’s your body, it’s part of who you are!”: Influences upon collegiate vocalists’ performance self-efficacy beliefs
Fostering accurate musical self-perceptions may be particularly challenging when developing singing technique, where self-assessment is complicated by the close physiological and emotional relationship between the performer and the body-instrument. The aim of the present study was to investigate how vocal students’ beliefs in their performance capabilities were influenced by the four sources of self-efficacy and other personal/contextual factors.…
Caring For, About, and With: Exploring Musical Meaningfulness Among Suzuki Students and Parents
An investigation of the relationships between empathy, music learning, and shared music values may provide new insights into the ways that musical meaningfulness and the symbiotic eudaimonic ideal – “flourishing of oneself and of others” – might be cultivated. We investigated the relationships between parent perceptions of children’s empathy, parent beliefs and values about music, and formal Suzuki training over a period of 6 months, to understan…
Counternarratives: Troubling Majoritarian Certainty
Narratives featuring majoritarian (e.g., White, male, middle/upper class, and/or heterosexual) protagonists are so prevalent in U.S. society that they have become the normative reference point by which some members of society may view and label others. They may, therefore, implicitly consider those who do not fit the majoritarian mold as somehow inferior or deficient. Counternarratives challenge majoritarian biases by normalizing the experiences …
Collective Efficacy Belief, Within-Group Agreement, and Performance Quality Among Instrumental Chamber Ensembles
We examined collective efficacy beliefs, including levels of within-group agreement and correlation with performance quality, of instrumental chamber ensembles (70 musicians, representing 18 ensembles). Participants were drawn from collegiate programs and intensive summer music festivals located in the northwestern and western regions of the United States. Individuals completed a five-item survey gauging confidence in their group’s performance ab…
Competitive comparison in music: Influences upon self-efficacy beliefs by gender
This study profiles gender differences in instrumental performance self-efficacy perceptions of high school students (N = 87) over the course of a three-day orchestra festival in which students competed against one another for rank-based seating and then rehearsed and performed as a group. Reported self-beliefs rose significantly for the sample over the course of the festival. Self-efficacy beliefs of females were significantly lower than those o…
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Competitive comparison in music: Influences upon self-efficacy beliefs by gender
This study profiles gender differences in instrumental performance self-efficacy perceptions of high school students (N = 87) over the course of a three-day orchestra festival in which students competed against one another for rank-based seating and then rehearsed and performed as a group. Reported self-beliefs rose significantly for the sample over the course of the festival. Self-efficacy beliefs of females were significantly lower than those o…
Collective Efficacy Belief, Within-Group Agreement, and Performance Quality Among Instrumental Chamber Ensembles
We examined collective efficacy beliefs, including levels of within-group agreement and correlation with performance quality, of instrumental chamber ensembles (70 musicians, representing 18 ensembles). Participants were drawn from collegiate programs and intensive summer music festivals located in the northwestern and western regions of the United States. Individuals completed a five-item survey gauging confidence in their group’s performance ab…
Caring For, About, and With: Exploring Musical Meaningfulness Among Suzuki Students and Parents
An investigation of the relationships between empathy, music learning, and shared music values may provide new insights into the ways that musical meaningfulness and the symbiotic eudaimonic ideal – “flourishing of oneself and of others” – might be cultivated. We investigated the relationships between parent perceptions of children’s empathy, parent beliefs and values about music, and formal Suzuki training over a period of 6 months, to understan…
Counternarratives: Troubling Majoritarian Certainty
Narratives featuring majoritarian (e.g., White, male, middle/upper class, and/or heterosexual) protagonists are so prevalent in U.S. society that they have become the normative reference point by which some members of society may view and label others. They may, therefore, implicitly consider those who do not fit the majoritarian mold as somehow inferior or deficient. Counternarratives challenge majoritarian biases by normalizing the experiences …
Reaching to Transgress: A Critical Self-Study of a Teacher Education Program
Teaching to transgress, according to bell hooks, entails educators moving beyond an assembly-line approach to embrace integration of the mind, body, and spirit, and engaging in ways that honor the uniqueness of all students. The purpose of this study was to evaluate our music teacher education program in order to critically analyze how our practices may or may not transgress. In keeping with principles of S-STEP (Self-Study of Teacher Education P…
Teaching methods that foster self-efficacy belief: Perceptions of collegiate musicians from the United States
Self-efficacy belief is a strong predictor of successful performance. Developmental differences in the acquisition of self-beliefs have been attributed to myriad individual and contextual factors, including teacher influence. The aim of this mixed-method study was to examine collegiate music students’ perceptions of teaching methods that strengthened or weakened music performance belief. A questionnaire was sent to music students enrolled in thei…
“It’s your body, it’s part of who you are!”: Influences upon collegiate vocalists’ performance self-efficacy beliefs
Fostering accurate musical self-perceptions may be particularly challenging when developing singing technique, where self-assessment is complicated by the close physiological and emotional relationship between the performer and the body-instrument. The aim of the present study was to investigate how vocal students’ beliefs in their performance capabilities were influenced by the four sources of self-efficacy and other personal/contextual factors.…
The Oxford Handbook of Care in Music Education
The Oxford Handbook of Care in Music Education addresses ways in which music teachers and students interact as co-learners and forge authentic relationships with one another through shared music-making. Concepts of care addressed in this handbook stem from philosophies of relationship, feminist ethics, musical meaningfulness, and compassionate music teaching. Authors highlight the essence of authentic relationships and shared experiences between …
Oxford Handbook of Care in Music Education
Pentecostal Pedagogy and Musical Engagement: A Narrative Portrait
This narrative portrait of Michelle, a Bahamian elementary music teacher working in the southeastern United States, illustrates how Emdin's (2016) Pentecostal pedagogy might apply to music education. An element of Emdin's broader reality pedagogy, Pentecostal pedagogy emphasizes ways in which a teacher engages students in educational content by connecting with them emotionally, balancing structure and improvisation, utilizing knowledge about stud…
Troubling Empathy in Music Education: Pathways and Pitfalls
Drawing from feminist traditions, this article is a dialogical inquiry between two authors who have written previously about the role of empathy in music education. Coming from differing vantage points (one psychological, one sociological), we address varying definitions, assumptions, potentials, and problems related to empathy and consider how empathy might be useful versus harmful within music education relationships. We use a relational approa…
Teaching Self-Efficacy Beliefs and Commitment Among Rural Music Educators
Context-specific challenges may interfere with rural music teachers’ ability to develop self-efficacy beliefs in their music teaching abilities. In this multiple case study, we aimed to explore relationships between the four self-efficacy sources and the teaching self-beliefs and commitment of rural music teachers. Six rural public school music teachers completed the Music Teacher Self-Efficacy Questionnaire, focus group and individual interviews…
The role of social media feedback in performance preparation, self-esteem, and anxiety
Online social networking is a common mode of communication; however, the research literature is divided as to its impact upon well-being. As musicians increasingly engage in online performances, we were interested in exploring responses and feelings stemming from social media (SM) feedback related to shared performance encounters. Six university students enrolled in music classes as novice musicians posted pre-performance clips on SM before an in…
Diverse Music Education Insights (12 works) · Psychology (10 works) · Social Psychology (7 works) · Music education (5 works) · Neuroscience and Music Perception (5 works) · Pedagogy (5 works) · Sociology (5 works) · Art (4 works) · Developmental psychology (4 works) · Aesthetics (3 works)