This study uses identity process theory to understand the social–psychological processes that motivate individuals to construct an identity in which music, singing, and singing teaching feature prominently. We conducted reflexive thematic analysis of semi-structured interviews with 10 Australian singing teachers (with an average age 60) to understand how they enacted identity principles that motivate identity construction and maintenance. Findings were captured in two themes: (1) ‘It has just been music’: Living a musical life is my destiny; (2) ‘I know my value’: Achieving goals in music and teaching is motivating. Participants’ consistent musical engagement across the lifespan satisfied the identity principles of continuity and positive distinctiveness. The identity principles of self-efficacy and self-esteem were satisfied through the social connections created with peers and through teaching singing; participants derived self-worth from celebrating and contributing to the success of others. Teaching singing was a way to become ‘singular’, that is, distinctive, and distinctively valued by the self and others. This article provides an example of how identity process theory can be applied in musical identities research to uncover new insights into the psychological processes of identity construction, with implications for understanding identity resilience and musical engagement across the lifespan.

中文翻译：

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变得单一：通过身份过程理论的视角构建和维护音乐身份


本研究利用身份过程理论来理解激励个体构建身份的社会心理过程，其中音乐、歌唱和歌唱教学占据突出地位。我们对 10 名澳大利亚歌唱教师（平均年龄 60 岁）进行了半结构化访谈的反思性主题分析，以了解他们如何制定激励身份构建和维护的身份原则。调查结果分为两个主题：（1）“这就是音乐”：过音乐生活是我的命运； (2)“我知道我的价值”：实现音乐和教学目标是一种激励。参与者在整个生命周期中一致的音乐参与满足了连续性和积极独特性的身份原则。自我效能感和自尊的身份原则通过与同伴建立的社会联系和歌唱教学得到满足；参与者通过庆祝他人的成功并为他人的成功做出贡献来获得自我价值。教授歌唱是一种变得“独特”的方式，即独特的、受到自我和他人独特重视的方式。本文提供了一个例子，说明如何将身份过程理论应用于音乐身份研究，以揭示对身份构建的心理过程的新见解，这对于理解整个生命周期的身份弹性和音乐参与具有重要意义。