Date of Award

Spring 2026

Document Type

Open Access Dissertation

Department

School of Music

First Advisor

Amanda L. Schlegel

Abstract

Scholars have labeled group cohesion the most important construct to consider when studying group dynamics and often describe it as the result of factors that attract members to the group and encourage their continued involvement. Generations of researchers have studied group cohesion in sports teams and military units, but few have examined the construct in music education. The purpose of this study was to examine the relationship between collegiate wind band members’ (N = 45) characteristics and their perceptions of group cohesion within their ensembles. I conducted this quantitative, non- experimental study to examine relationships between demographic factors (major and academic level), ensemble level, and perceptions of conductor leadership behaviors and group cohesion within a Division II university band program in the Midwestern United States. Results indicated that music majors experienced higher social cohesion than non- music majors, and that underclassmen experienced higher task cohesion than upperclassmen. Additionally, perceptions of conductor democratic behaviors predicted higher task cohesion. Large ensemble conductors might provide structured social opportunities for ensemble members, especially those that encourage cross-major social interactions. Conductors might also consider a wide variety of repertoire selection, student agency in repertoire selection, inviting guest conductors, and providing student- guided rehearsals. Broadly, by better understanding group cohesion in music ensembles, music educators may be more able to provide rewarding musical and social experiences to students.

Rights

© 2026, Andrew M. Connolly

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