We know little about the psychological experiences of children and young people who have participated in virtual group music-making during the Covid-19 pandemic. Adopting a mixed-methods design, we worked across three music education hubs in the UK, with a total 13 virtual music groups. These included a range of mainstream ensembles, inclusive ensembles targeting young people with special educational needs and/or disabilities, and inclusive music production spaces, targeting young people from lower socio-economic backgrounds. Reported progress in intra- and inter-personal psychological outcomes was investigated using quantitative and qualitative staff session reports, which were collected since before the pandemic (n for in-person sessions = 87, n for virtual sessions = 68), and surveys distributed to tutors, young people, and their parents during the first and second UK national lockdowns (n for qualitative responses = 240, n for quantitative responses = 96). Satisfaction of three basic psychological needs of self-determination theory and their relation to joint music-making in virtual spaces was also observed in real time by the researchers performing quantitative checklist observations on 16 separate occasions. Findings indicated that virtual music groups represented a meaningful psychological resource for the participating children and young people, especially considering the lack of opportunities offered by their schools and other extra-curricular activities. Through their participation with virtual group music-making activities, young people used music as a tool for self-expression and emotion management, restored lost musical identities and confidence, and preserved treasured social connections. Virtual alternatives to group music-making appear to indirectly nurture the sense of belongingness, mediated by supportive staff behaviours, but their direct connection, which has been widely reported for in-person group music-making experiences, has not been observed in virtual music groups.

中文翻译：

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“这一切让我们感觉在一起”：年轻人在 Covid-19 大流行期间虚拟集体音乐制作的经历

我们对 Covid-19 大流行期间参与虚拟集体音乐制作的儿童和年轻人的心理经历知之甚少。我们采用混合方法设计，在英国的三个音乐教育中心开展工作，共有 13 个虚拟音乐团体。其中包括一系列主流乐团、针对有特殊教育需要和/或残疾的年轻人的包容性乐团，以及针对社会经济背景较低的年轻人的包容性音乐制作空间。使用定量和定性员工会议报告对报告的人内和人际心理结果进展进行了调查，这些报告是自大流行之前收集的（面对面会议的 n = 87，虚拟会议的 n = 68），并将调查分发给英国第一次和第二次全国封锁期间的导师、年轻人及其父母（定性反应 n = 240，定量反应 n = 96）。研究人员在 16 个不同的场合进行定量检查表观察，还实时观察了自我决定理论的三种基本心理需求的满足及其与虚拟空间中联合音乐制作的关系。研究结果表明，虚拟音乐团体对于参与的儿童和青少年来说是一种有意义的心理资源，特别是考虑到他们的学校和其他课外活动缺乏机会。通过参与虚拟团体音乐制作活动，年轻人将音乐作为自我表达和情绪管理的工具，恢复了失去的音乐身份和自信，并保留了宝贵的社会联系。团体音乐制作的虚拟替代方案似乎可以间接培养归属感，这是由支持性员工行为介导的，但在虚拟音乐团体中尚未观察到它们之间的直接联系，这种直接联系已在现场团体音乐制作体验中被广泛报道。 。