{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,25]],"date-time":"2026-08-25T06:21:29Z","timestamp":1787638889369,"version":"build-2736575974"},"reference-count":48,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,8,25]],"date-time":"2026-08-25T00:00:00Z","timestamp":1787616000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>In one-to-one voice teaching, teachers frequently evaluate and demand alterations toward idealized vocal targets. However, there is a paucity of research exploring the identity negotiation processes students undergo when exposed to unfamiliar vocal productions.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Aims\/Objectives<\/jats:title>\n                    <jats:p>This qualitative study explores students' understanding of the teacher-prescribed \u201ccorrect voice\u201d and traces their identity negotiation trajectory from their original voice to the mandated vocal output.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>Utilizing a qualitative approach, in-depth data were collected from vocal students and analyzed thematically.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      Four overarching themes emerged:\n                      <jats:italic>Recognition of Teacher Authority, Perceived Uncertainty, Vocal Value Construction<\/jats:italic>\n                      , and\n                      <jats:italic>Vocal Agency<\/jats:italic>\n                      . Students initially legitimize the unfamiliar voice based on teacher authority, with their trust or doubt mediating their vocal perception. Experiencing the unfamiliar voice continuously triggers cognitive, emotional, and competence-based uncertainties. However, this uncertainty stimulates crucial reflection between their inherent voice and the required voice. Through sustained engagement and reflective learning, students reconstruct the technical, aesthetic, emotional, and social values of the new voice, ultimately cultivating vocal agency through independent evaluative standards and self-regulated strategies.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>Developing vocal agency represents a successful outcome of identity negotiation. These insights provide significant implications for guiding the psychological aspects of music teaching, ultimately promoting learner autonomy and wellbeing in vocal education.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/fpsyg.2026.1928649","type":"journal-article","created":{"date-parts":[[2026,8,25]],"date-time":"2026-08-25T05:34:35Z","timestamp":1787636075000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["\u201cThis does not sound like me\u201d? 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