Predicting Music Achievement From the Sources of Self-Efficacy: An Exploratory Study

Abstract

Abstract The purpose of this study was to investigate the relationships between the 4 sources of self-efficacy and achievement in music performance. I used a correlational design to examine (a) the extent to which each source of self-efficacy predicted achievement; (b) differences in the relationship between self-efficacy and achievement by instrument type, age, and sex; and (c) the relationship between self-efficacy and years of ensemble enrollment. Participants (N = 73) were secondary school band and string orchestra students auditioning for elite ensembles. Responses from the Music Performance Self-Efficacy Scale reflected self-efficacy and audition scores represented achievement. Consistent with other studies, enactive mastery experience exhibited the strongest relationship with the composite construct of self-efficacy. I found verbal/social persuasion, however, to be the strongest predictor of achievement in music performance. This finding highlights the influence of verbal and social messages on achievement prior to critical performances. No differences were found when comparing the relationship between self-efficacy and achievement among groups differentiated by instrument, age, and sex. In addition, no correlation was found between self-efficacy and years of ensemble enrollment. Recommendations include extending existing psychological models to incorporate the sources of self-efficacy and using experimental designs to examine the influence of self-efficacy building activities on musicians.

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