KITCHEL, from pg. 28
Social comparison can have a very real positive or negative effect on music teachers, so knowing how it works becomes important for creating a happy and healthy career. Having an awareness of the positive and negative effects of social comparison in music education can help teachers make informed decisions regarding how and when to compare other teachers’ methods and programs to their own. It can also help teachers choose proper mentors, and help avoid negative behaviors such as burnout. Because comparisons cannot be avoided in a profession filled with subjective judgments, savvy teachers must learn how to make choices to engage in healthy comparisons and avoid ones that are negative.
References Carmona, C., Buunk, A.P., Peiró, J.M., Rodríquez, I, & Bravo, M.J. (2006). Do social comparison and coping styles play a role in the development of burnout? Cross-sectional and longitudional findings. Journal of Occupational and Organizational Psychology, 79, 85-99. doi 10.1348/096317905X40808
Dijkstra, P., Kuyper, H., van der Werf, G., Buunk, A.P., & van der Zee, Y.G. (2008). Social comparison in the classroom; A review. Review of Educational Research, 78, 828-879.
Festinger, L. (1954). A theory of social comparison processes. Human Relations, 7, 117-140. Hanus, M.D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motication, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161.
Kitchel, T., Smith, A.R., Henry, A.L., Robinson, J.S., Lawver, R.G., Park, T.D., & Schell, A. (2012). Teacher job satisfaction and burnout viewed through social comparison. Journal of Agricultural Education, 33, 31-44. Langer, E., Delizonna, L., & Pirson, M. (2010). The mindlessness of social comparisons and its effects on creativity. Psychology of Aesthetics, Creativity, and the Arts, 4, 68-74.
Mumm, J., & Mutlu, B. (2011). Designing motivational agents: The role of praise, social comparison, and embodiment in computer feedback. Computers in Human Behavior, 27, 1643-1650.
Van Yperen, N.W., Brenninkmeijer, V., & Buunk, A.P. (2006). People’s responses to upward and downward social comparisons: The role of the individual’s effort-performance expectancy. British Journal of Social Psychology, 45, 519-533.
White, J.B., Langer, E.J., Yariv, L., & Welch, J.C. (2006). Frequent social comparisons and destructive emotions and behaviors: The dark side of social somparisons. Journal of Adult Development, 13, 36-44.
BRANDES, from pg. 70
will be more effective for members of the community to speak out on why it must be a vital part of every student’s education. The following are a few ideas about how to be advocates for music education. • •
Invite administrators and school board members to rehearsals/classroom to observe. Include administrators in your next program (perform a piece with narration to include them).
• Get administrators to present awards to your students during your awards ceremony. • Communicate your program’s successes with local media. • Parents/community members should submit letters to the editor supporting music education in the schools.
•
Include advocacy material in your concert program, on your program’s website, and within any regular communications you have with parents.
• Parents should send letters to school board members explaining why they should support music education in the schools. (Sample letters, petitions, and other communications are available in the Community Action Kit on NAMM’s Support Music website)
• Parents should attend school board meetings and speak to the importance of music education for all students. (NAMM)
72 MISSOURI SCHOOL MUSIC | Volume 71, Number 2
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