self-efficacy
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The purpose of the study, Self-Efficacy, Self-Evaluation, and Music Performance of Secondary-Level Band Students 4, was to uncover a greater understanding of the relationships between self-efficacy in music performance among other environmental factors. Bandura's theory was used to influence the hypothesis of the study. This included the statements that beliefs about self-efficacy are related to the tasks that students choose, their persistence, achievement, and effort. Other behaviors can change a student's self-efficacy beliefs as well. The environment, including teachers, parents, and peers, can also impact how a student views their ability to accomplish the goal. Instrumentalists made up a group of 354 students ranging from 5th to 12th grades from various locations were selected to be participants in the study. The procedure of the study involved each student coming in individually to meet with the researcher, where they would indicate how confident they were they could perform a selected musical piece, perform the piece while being recorded, and finally evaluating their performance. The results of the study showed that there was a strong and positive correlation between self-efficacy and music performance.
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The researchers of Measuring the Sources of Self-Efficacy Among Secondary School Music Students 9 wanted to use the Music Performance Self-Efficacy Scale (MPSES) to discover if the results of the scale were valid and reliable reflections of self-efficacy in music performance. These researchers also used Bandura's ideology to construct their hypothesis. They predicted that the four sources of self-efficacy have an effect on the individual's self-efficacy beliefs for a particular task. The group of participants consisted of middle and high school students from various schools that were enrolled in band, chorus, and string orchestra. The MPSES, specially designed to measure self-efficacy in music performance for this age of individuals, looked at four different sources of self-efficacy: mastery experience, vicarious experience, verbal/social persuasion, and physiological state. The results showed that of all the sources of self-efficacy, mastery experience had the greatest impact on individuals, which is consistent with Bandura's theory. This was followed by verbal/social persuasion, physiological state, and finally, vicarious experience.
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Researchers wanted to look at the relationship between self-efficacy and musical performance success in the study, Measuring Self-Efficacy in Music 7. They hypothesized that self-efficacy would be critically important in determining how well one can achieve success in a performance. The participants were made of music college students. The General Self-efficacy scale was remodeled to create the General Musical Self-efficacy Scale and questionnaires were completed online. The results of the study showed that self-efficacy is the greatest predictor of success when it is applied to music.
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In light of these studies, it is clear to see that self-efficacy has an important role in motivating the musical individual. Covering all sources of self-efficacy are important, but from the second study discussed, it is probably most crucial to give someone mastery experience for them to be able to feel like they are capable of succeeding in music. This can be done by devoting time to an individual and starting with musical exercises that they are completely capable of succeeding at. Slowly, the difficulty should increase, so that they are getting more confident with each completion of the task.
Emotional Connections
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In the study, Possible Selves as a Source of Motivation for Musicians 8, the researchers wanted to discover the importance of forming relationships with others relating to music, among other factors. They explored the possible selves of a person with positive and negative elements. They hypothesized that how the individual viewed him/herself musically would be related to their emotional and motivational self-regulation. The 204 participants of the study played at least one instrument (including voice). Participants were given a short questionnaire about how they viewed themselves as a musician within the next year. From the results, the researchers concluded that emotional connections were important in affecting an individual's possible self. This included teachers as well as musical peers with similar interests. One participant noted, [I fear] being stuck on a gig with musicians who do not care or put in the same percentage and level of commitment to their craft as I do".
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The Social Context of Musical Success 5 looked at social and environmental factors that affect children's musical development in critical parts of their life. This study also included a follow up with musically successful children 8 years later to discover which childhood factors could predict musical success in adulthood. The researchers hypothesized that like positive parental and teacher relationships with an individual, emotional connections with peers would also be beneficial to one's musical learning ability. There were 257 children and adolescents between the ages of 9 and 19 that participated in the study. Participants were interviewed with questions about social and environmental contexts surround their musical learning. The results showed that peers can play a critical part in sustaining interest and success in adolescence. This was shown to be especially true when a slightly older student influenced a younger student, and more frequent performances in concerts and the like.
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In the relevant part of the study, Conceptions of Adolescent Friendship Quality in Sport and Music Domains 6, researchers wanted to discover how positive friendships are related to motivational beliefs in sports and music. The hypothesis is outlined in the graph below. (Dashed lines represent hypothesized negative relationships.)
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The group of participants included 366 youth who were involved in both sports and music and who met other specific criteria. The students were given surveys to assess friendships as well as enjoyment and thoughts of performances. In this study, it was found that positive friendships could serve as a source of competence beliefs, enjoyment, anxiety, and motivation in sport as well as music. These relationships also lead to self-determined and intrinsic motivation and self-worth. Conflicts with friends in music caused negative affects on the individual's perceived competence, enjoyment, and intrinsic motivation, and also predicted performance anxiety.
The research relating to emotional connections all concluded that having positive emotional connections with peers within a musical ensemble had a positive impact on an individuals motivational beliefs. It would be important to attempt to bond a section emotionally before certain practical musical goals are thrown at them to be able to achieve them successfully. Social bonding events outside of meeting up for music will allow individuals within the section to come to understand each other first as people, which should lead to more positive collaborations while trying to achieve individual and group musical goals.