Selected Publications


  • O’Neill, S. A. (2014). Complicated conversation: Creating opportunities for transformative practice in higher education music performance research and pedagogy. In S. Harrison (Ed.), Research and research education in music performance and pedagogy (pp.169-179): Landscapes: the arts, aesthetics, and education, Vol. 11. New York, NY: Springer.
  • O’Neill, S. A., & Peluso, D. C. C. (2013). Using dialogue and digital media composing to enhance and develop artistic creativity, creative collaborations and multimodal practices. In P. Burnard (Ed.), Developing creativities in higher music education: International perspectives and practices (pp. 142-162). Abingdon, OX: Routledge.
  • O’Neill, S. A. (Series Editor) (2012). Personhood and music learning: Connecting disciplines and narratives. Biennial Book Series Research to Practice: Vol. 5. Waterloo, ON: Canadian Music Educators’ Association. ISBN 978-0-9812038-1-2
  • Erickson, D. (2012). Music that matters: Reconceptualizing curriculum for the enhancement of self and others through personalized learning and youth participatory action research. In O’Neill, S. A. (Ed.). Personhood and music learning: Connecting disciplines and narratives. In S. A. O’Neill (Series Ed.), Biennial Book Series Research to Practice: Vol. 5. Waterloo, ON: Canadian Music Educators’ Association. ISBN 978-0-9812038-1-2
  • Bosacki, S. L. & O’Neill, S. A. (2012). Youth culture and personal identity in adolescents: Implications for music learning. In O’Neill, S. A. (Ed.). Personhood and music learning: Connecting disciplines and narratives. In S. A. O’Neill (Series Ed.), Biennial Book Series Research to Practice: Vol. 5. Waterloo, ON: Canadian Music Educators’ Association. ISBN 978-0-9812038-1-2
  • O’Neill, S. A. (2012). Becoming a music learner. In G. E. McPherson & G. Welch (Eds.), The Oxford Handbook of Music Education (Vol. 1). Oxford University Press.
  • O’Neill, S. A. (2012). Becoming a music learner: Towards a theory of transformative music engagement. In G. E. McPherson & G. Welch (Eds.), The Oxford Handbook of Music Education (Vol. 1). Oxford University Press. [ISBN 978-0-19-973081-0]
  • O’Neill, S. A. (2011). Developing a young musician’s growth mindset: the role of motivation, self-theories and resiliency. In I. Deliège & J. Davidson (Eds.), Music and the mind: Essays in honour of John Sloboda (pp. 31-46). Oxford University Press. [ISBN 978-0-19-958156-6]
  • O’Neill, S. A., & Senyshyn, Y. (2011). How learning theories shape our understanding of music learners. In R. Colwell & P. Webster (Eds.), MENC Handbook of Research in Music Learning, Vol. 1: Strategies. New York: Oxford University Press. [978-0-19-538668-4]
  • O’Neill, S. A. (2011). Learning in and through music performance: Understanding cultural diversity via inquiry and dialogue. In M. S. Barrett (Ed.), A Cultural Psychology of Music Education (pp.179-200). Oxford University Press. [ISBN 978-0-19-921438-9]
  • McPherson, G. E., & O’Neill, S. A. (2010). Students’ motivation to study music as compared to other school subjects: A comparison of eight countries. Research Studies in Music Education, 32(2), 1-37. doi 10.1177/1321103X10384202
  • Ivaldi, A., & O’Neill, S. A. (2010). Adolescents’ attainability and aspiration beliefs for famous musician role models. Music Education Research, 12 (2), 179-197.
  • O’Neill, S. A. (2009). Revisioning musical understandings through a cultural diversity theory of difference. In L. Bartel (Series Ed.), E. Gould (Vol. Ed.), J. Countryman, C. Morton, L. Stewart Rose (Eds.), Exploring social justice: How music education might matter, Vol. 4. CMEA Biennial Series: Research to Practice (pp. 70-89). Canadian Music Educators Association. [ISBN 978-0-9812038-05]
  • Ivaldi, A., & O’Neill, S. A. (2009). Talking ‘privilege’: Barriers to musical attainment in adolescents’ talk of musical role models. British Journal of Music Education, 26 (1), 1-14.
  • Ivaldi, A., & O’Neill, S. A. (2008). Adolescents’ musical role models: Whom do they admire and why? Psychology of Music, 36 (4), 395-415.
  • O’Neill, S. A. (2006). Positive youth musical engagement. In G. McPherson (Ed.), The child as musician: A handbook of musical development (pp. 461-474). Oxford University Press. [ISBN 0-19-853032-3]
  • O’Neill, S. A. (2005). Youth music engagement in diverse contexts. In J. L. Mahoney, R. Larson, & J. S. Eccles (Eds.), Organized activities as contexts of development: Extracurricular Activities, After School and Community Programs (pp. 255-273). Mahwah, New York: Lawrence Erlbaum Associates. [0-8058-4430-9]
  • Eccles, J. S., O’Neill, S. A., Wigfield, A. (2005). Ability self-perceptions and subject task values in adolescents and children. In K. A. Moore & L. H. Lippman (Eds.) What do children need to flourish? Conceptualizing and measuring indicators of positive development (pp. 237-249). New York, NY: Springer. [ISBN 0-387-2361-0]
  • Seddon, F. A., & O’Neill, S. A. (2005). How does formal instrumental music tuition (FIMT) impact on self- and teacher-evaluations of adolescents’ computer-based compositions? Psychology of Music, 34 (1), 27-45.
  • O’Neill, S. A., & Green, L. (2004). Mapping music education: Social groups and research in music education. Psychology of Music, 32 (3), 252-258.
  • Seddon, F. A., & O’Neill, S. A. (2003). Creative thinking processes in adolescent computer-based composition: An analysis of strategies adopted and the influence of instrumental music training. Music Education Research, 5, 125–137.
  • Harrison, A. C., & O’Neill, S. A. (2003). Preferences and children’s use of gender-stereotyped knowledge about musical instruments: Making judgments about other children’s preferences. Sex Roles, 49, 389–400.
  • Mills, J., & O’Neill, S. A. (2002). Children as inspectors? Evaluating school music provision for children aged 10–11 years. British Journal of Music Education, 19, 285–301.
  • Harrison, A., & O’Neill, S. A. (2002). The development of children’s gendered knowledge and preferences in music. Feminism and Psychology, 12 (2), 148-153.
  • O’Neill, S. A., Ivaldi, A., & Fox, C. (2002). Gendered discourses in musically ‘talented’ adolescent females’ construction of self. Feminism and Psychology, 12 (2), 153-159.
  • O’Neill, S. A. (2002). Crossing the divide: Feminist perspectives on gender and music. Feminism and Psychology, 12 (2), 133-136.
  • O’Neill, S. A. (2002). The self-identity of young musicians. In R. A. R. MacDonald, D. J. Hargreaves & D. Miell (Eds.), Musical identities (pp. 79–96). Oxford University Press. [ISBN 0-19-850932-4]
  • O’Neill, S. A., & McPherson, G. E. (2002). Motivation. In R. Parncutt & G. E. McPherson (Eds). The science and psychology of music performance: Creative strategies for teaching and learning. (pp. 31-46). Oxford University Press. [0-19-513810-4]
  • Sloboda, J. A., & O’Neill, S. A. (2001). Emotions in everyday listening to music. In P. Juslin & J. A. Sloboda (Eds.), Music and emotion: theory and research. (pp. 413-429). Oxford University Press. [ISBN 0-19-263188-8]
  • Deutsch, D., Gabrielsson, A., Sloboda, J. A., Cross, I., Drake, C., Parncutt, R., O’Neill, S. A., et al. (2001). Psychology of music. In S. Sadie (Ed.), The new Grove dictionary of music and musicians (2nd ed., Vol. 20, pp. 527–562). London: Macmillan. [ISBN 978-0195170672]
  • Senyshyn, Y., & O’Neill, S. A. (2001). Subjective experience of anxiety and musical performance: a relational perspective. Philosophy of Music Education Review. 9 (1), 42-53.
  • Seddon, F. A., & O’Neill, S. A. (2001). An evaluation study of computer-based compositions by children with and without prior experience of formal instrumental music tuition. Psychology of Music, 29 (1), 4–19.
  • O’Neill, S. A., & Green, L. (2001). Social groups and learning in music. British Education Research Association, 1, 26-32.
  • Sloboda, J. A., O’Neill, S. A., & Ivaldi, A. (2001). Functions of music in everyday life: an exploratory study using the Experience Sampling Method. Musicae Scientiae, 5 (1), 9-32.
  • North, A. C., Hargreaves, D. J., & O’Neill, S. A. (2000). The importance of music to adolescents. British Journal of Educational Psychology, 70 (2), 255-272.
  • Harrison, A., & O’Neill, S. A. (2000). Children’s gender-typed preferences for musical instruments: an intervention study. Psychology of Music, 28 (1), 81-97.