The Effect of Music Performance Self-efficacy on High School Students' Participation in Instrumental Music Adjudication PDF Download
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Author: Elizabeth Andrew
Publisher:
ISBN:
Category : High school students
Languages : en
Pages : 93
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Author: Elizabeth Andrew
Publisher:
ISBN:
Category : High school students
Languages : en
Pages : 93
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Author: Brian David Bersh
Publisher:
ISBN:
Category : Music
Languages : en
Pages : 168
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Book Description
This research study examined the relationship of self-efficacy to performance anxiety, as outlined in social cognitive theory. The purpose of this nonexperimental, quantitative study was to test the theory of social cognitive theory that relates self-efficacy to anxiety. MPA and music performance self-efficacy (MPSE) were tested within the context of a school setting for instrumental music-making. The participants (N = 228) included a stratified random sample of Grade 6 to 8 instrumental middle school students located within the Mid-Atlantic region. To determine levels of MPA and MPSE, participants completed the Music Performance Anxiety Inventory for Adolescents and the Music Performance Self-Efficacy Scale. A correlational research design was used to test both the strength of the relationship between MPA and MPSE and the extent to which MPA could be predicted by two sources of self-efficacy: mastery experience and verbal/social persuasion. A causal-comparative research design informed whether students’ levels of MPA and MPSE differed based on their gender and grade level. Findings suggested a statistically significant, weak negative correlation between MPA and MPSE, a significant predictive relationship between MPA scores and the linear combination of mastery experience and verbal/social persuasion, and a statistically significant main effect of gender on MPA. Recommendations for future research include investigation into: (a) the higher levels of MPA that female students experience relative to their male peers, (b) the relationships between verbal/social persuasion and MPA among middle-school aged students, (c) strategies for teaching self-efficacy as a coping mechanism for MPA, and (d) how the relationship between MPA and MPSE is affected by proximity to a performance.
Author: Amber L. Gustafson
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Music education may hold the key to improving the self-efficacy of students classified as socioeconomically disadvantaged. Increasing self-efficacy for these students also potentially improves their chances of academic success. This study investigated the ways in which an El Sistema-inspired after-school orchestra program impacts socioeconomically disadvantaged students' self-efficacy as well as the correlations that exist between students' participation in the music program and their self-esteem, perseverance, motivation, and outlook on their personal future. Participants included fourth and fifth grade students enrolled in an orchestra program at a public elementary school in Southern California as well as their parents, teachers, and the school administration. The study was carried out through a mixed-methods approach, which consisted of student surveys, observations, and interviews with parents and school staff. Results revealed participation in the music program provided students with access to several sources of self-efficacy and produced strong correlations to measures of self-esteem and perseverance. Relationships between participation in the after-school orchestra and levels of motivation and outlook on personal future were also indicated but to a lesser degree. This study provides evidence music programs are valuable and can provide the right type of environment to reach children who are at-risk and give them the opportunities they need to succeed.
Author: Earl F. Sherburn
Publisher:
ISBN:
Category : Instrumental music
Languages : en
Pages : 200
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Author: Nathan D. Greenwood
Publisher:
ISBN:
Category : Practicing (Music)
Languages : en
Pages : 94
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Self-efficacy plays a powerful role in the time a student spends with their instrument, the goals they set, and the amount of effort they are willing to expend to improve (Bandura, 1994). Enactive attainment, or personal experiences, may factor heavily in an individual's musical self-efficacy (Zelenak, 2015), and therefore efforts should be made to foster positive musical experiences. Previous studies suggest that providing a practice aid may increase the amount of self-regulated practice strategies used by an individual which could lead to performance achievement (Cremaschi, 2012; Kim, 2009; Rohwer & Polk, 2006). For this reason, the goal of this study was to examine the effects of a structured practice journal on middle school string orchestra students' self-efficacy for self-regulation and self-efficacy for performance. Using a pre-posttest design, participants (N = 52) provided ratings of self-efficacy beliefs for self-regulation, beliefs for performance, an d the frequency of use for specific practice strategies. Participants were assigned to a control group (n = 27) and an experimental condition (n = 25) which involved using a researcher designed digital practice journal. Findings from this study support several other extant studies concerned with self-regulation in music learning and its relationship to self-efficacy (Duke, Simmons, Cash, 2009; Meider & Bugos, 2017; Miksza, 2007; Miksza, 2015; Pike, 2016; Rohwer & Polk, 2006). The findings of this study suggest that a structured practice journal may be an effective way to help young students set proximal personal and musical goals, and have access to and use more self-regulatory practice structures and analytical practice strategies.
Author: Kevin O. Davenport
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 88
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This study examined whether or not students that participated in a school sponsored instrumental music program had higher academic achievement and attendance than students that did not participate in a school sponsor instrumental music program. Units of measurement included standardized test scores and attendance, without taking into consideration variables such as gender, ethnicity, or socioeconomic status. This study concentrated on participants from three middle schools (6-8) and three high schools (9-12) in Baltimore County, Maryland. Data were gathered on Maryland School Assessment (MSA) and Maryland High School Assessment (HSA) scores and federally reported school attendance rates were accessed based on the 2007-2008 school year. Four research questions were investigated and six null hypotheses were tested at the .05 level of significance. Independent samples t -tests were used to compare enrollment in instrumental music classes to student's academic achievement and attendance rate. There were statistically significant differences among the high school students enrolled in an instrumental music class and those that were not enrolled in instrumental music class on the English and algebra sections of the HSA, and in the attendance rates. The HSA scores of the students that were enrolled in an instrumental music class were significantly higher on both sections of the test. They also had significantly higher attendance rates than the students that were not enrolled in an instrumental music class. These findings suggest the high school students that participate in a school sponsored instrumental music program have higher academic achievement and attendance rates than high school students that do not participate in a school sponsored instrumental music program. The results of data analysis showed that in middle school there were no statistically significant differences among the students from the three middle schools that were enrolled in an instrumental music class and the middle school students that were not enrolled in an instrumental music class on the reading and mathematics sections of the MSA or in attendance rates. These findings suggest that participation in an instrumental music class on the middle school level had no significant impact on student achievement or attendance.
Author: Kimberly Ann Root Wilson
Publisher:
ISBN:
Category : Music
Languages : en
Pages : 150
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The present study investigated the relationship between early adolescents' participation in middle school music programming and behavioral and emotional functioning. Specifically, the association between students' music involvement and the practice of certain healthy behaviors (diet, exercise, seatbelt use, helmet use, and sleep), adaptive skills (interpersonal relations, relationship with parents, self-esteem, and self-reliance) as well as levels of self-efficacy was examined. Based upon previous research demonstrating positive effects of participation in extracurricular activities on the above mentioned constructs, it was hypothesized that similar findings would emerge for those students involved in school-based music programs. The development of health behaviors, adaptive behaviors, and high levels of self-efficacy are thought to be important in preventing and intervening with many of the obstacles youth face educationally, behaviorally, and emotionally. Participants included 207 fifth through eighth grade students from two school districts in Western Massachusetts. Specifically, members of the school music program (band, choir) and a group of their peers who did not participate in the school music program were assessed. All participants completed a demographic questionnaire as well as the following battery of instruments: the Health-enhancing Behaviors Index, the Behavior Assessment System for Children, Second Edition, and the Self-efficacy Scale. Results suggested that students involved in music programming significantly differed in relation to their health behaviors, with music students reporting higher levels of health-enhancing behaviors than non-music students for one school. Groups did not differ in regards to their self-reported levels of adaptive behaviors or self-efficacy. Further, gender, as well as length and breadth of music participation did not appear to contribute to the significant differences in health-enhancing behavior scores. Limitations to the current study and recommendations for future research are discussed as they pertain to music education and adolescent wellness.
Author: Randall E. Aitchison
Publisher:
ISBN:
Category : Instrumental music
Languages : en
Pages : 538
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Author: Nathan M Patton
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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The purpose of this case study was to examine musical experiences which may affect student perceptions of self-efficacy in Advanced Placement (AP) Music Theory. Four students from a single AP Music Theory class participated in interviews where they discussed experiences in high school music study. Interview topics included ensemble participation in high school, outside-school involvement in musical activities and study, and perceptions of success in the course and preparation for the AP Music Theory examination. Specific research questions addressed in the study were: (1) What course skills addressed in AP Music Theory do students from different musical backgrounds feel most prepared to demonstrate within the context of the AP Music Theory examination? (2) What do student participants from different musical backgrounds cite as specific challenges in AP Music Theory? (3) How do students perceive their own musical backgrounds in relationship to their perceived success in AP Music Theory? Findings suggested that prior musical experiences and a positive, low-stress classroom atmosphere contributed to participants' confidence completing fundamental performance tasks in AP Music Theory, and that those influences affected participants' feelings of self-efficacy in the class and on the AP Music Theory examination. Conversely, participants' application of prior knowledge and previously developed musical skills to more difficult AP-style performance tasks solicited feelings of self-doubt and lower levels of self-efficacy. Implications of this study suggest that teachers of school music ensembles, applied lessons, and AP Music Theory should consider student self-efficacy when designing instruction and planning rehearsals or lessons. Researchers might consider measuring student feelings of self-efficacy in specific performance tasks, and the ways in which teachers can help students to develop self-efficacy in music classes.
Author: Daniel R. Zanutto
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 304
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