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Music has a profound impact on a person's identity and has a complicated and deep relationship with the self. The psychological concept called "musical identity" includes a variety of elements derived from "personal, social, emotional, and musical competencies." It represents how people behave in a cultural and social context and is influenced by their involvement in music and practice. This study examines how people acquire musical knowledge and skills and also the cognitive, emotional and social aspects of this process. Trevarthen and Malloch’s Stage Theory, which hypothesises that there are discrete transitions in musical development across the lifespan, is a well-known framework in this area. Another approach is Evans and McPherson’s application of Self-Determination Theory (SDT), which empasises the significance of autonomy, competence, and relatedness in forming musical identity. Using a lifelong perspective, Lamont emphasizes the impact of social settings and cultural environments on the negotiation of musical identity. Her work emphasises the significance of early musical encounters, the influence of formal and informal musical interactions during infancy, and the development of musical identity during adolescence and maturity. Understanding these frameworks enhances our knowledge of how musical identities are formed and also has implications for music education, therapy, and the promotion of lifelong musical participation.
Nesrin Duman (Fri,) studied this question.