What determines the musical activities of high school students? According to the theory of planned behavior, attitudes (including intrinsic values), subjective norms (including the musical affinity of friends and parents), and perceived behavioral control (including musical self-concept) are likely predictors. Attending a high school with a musical profile should also prove relevant. These hypotheses were tested using data from a sample of N = 2,016 musically active academictrack students. In multiple-group structural equation models, a reference group of boys at schools without a musical profile was compared with girls at the same schools and with boys at schools with a distinctive musical profile. As expected, boys at schools with a musical profile reported that their friends and parents had a greater affinity for music and themselves engaged in more musical activities. Within groups, effects of predictors were mixed. Implications for how school profiles can foster musical activities are discussed.

Schlagworte
Music education; Self-concept; Social influences; Choice behavior; Structural equation modelling