Creech, Andrea;
Hallam, Sue;
Varvarigou, Maria;
Gaunt, Helena;
McQueen, Hilary;
Pincas, Anita;
(2013)
The role of musical possible selves in supporting subjective well-being in later life.
Music Education Research
, N/A
(N/A)
N/A.
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Abstract
There is now an accepted need for initiatives that support older people's well-being. There is increasing evidence that active engagement with music has the potential to contribute to this. This paper explores the relationship between musical possible selves and subjective well-being in later life. The research reported here formed part of a larger project that focused on how active music-making could support positive cognitive, social and emotional outcomes. The research comprised three UK case study sites, each offering diverse musical activities. A sample aged 50+ (total N = 398), some of whom were novices and others who are more experienced, was recruited to complete questionnaires that included open questions and measures of well-being. In addition, individual interviews (n = 29) and focus groups (n = 15) were carried out, where participants in musical activities reflected on the meaning and function of music-making in their lives. The interpretation presented here suggests that through music many older people found a means by which they were able to formulate well-understood and highly esteemed versions of their possible future selves. This, in turn, may have been a significant factor in helping to navigate the process of ageing in later life with enhanced subjective well-being, including a sense of purpose, a significant degree of autonomy and a strong sense of social affirmation.
| Type: | Article |
|---|---|
| Title: | The role of musical possible selves in supporting subjective well-being in later life |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Keywords: | possible selves, Older adults (65+), Music, Psychology, Wellbeing |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10012154 |
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