The Impact of Music Education on Select Students' Self-Efficacy PDF Download
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Author: Amber L. Gustafson
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
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: Amber L. Gustafson
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
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: Lorraine A. Marshall
Publisher: Longman Publishing Group
ISBN:
Category : Education
Languages : en
Pages : 278
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Book Description
Author: Farideh Salili
Publisher: Springer Science & Business Media
ISBN: 1461512735
Category : Psychology
Languages : en
Pages : 450
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Book Description
This book presents the latest developments in the major theories of student motivation as well as up-to-date research on the contextual and cultural variables that influence learning motivation in educational settings. An international roster of experts provides ample illustration of the complexities that are revealed when the study of cultural and contextual interactions is combined with motivational and cognitive variables.
Author: Richard Parncutt
Publisher: Oxford University Press
ISBN: 0195350170
Category : Music
Languages : en
Pages : 401
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Book Description
What type of practice makes a musician perfect? What sort of child is most likely to succeed on a musical instrument? What practice strategies yield the fastest improvement in skills such as sight-reading, memorization, and intonation? Scientific and psychological research can offer answers to these and other questions that musicians face every day. In The Science and Psychology of Music Performance, Richard Parncutt and Gary McPherson assemble relevant current research findings and make them accessible to musicians and music educators. This book describes new approaches to teaching music, learning music, and making music at all educational and skill levels. Each chapter represents the collaboration between a music researcher (usually a music psychologist) and a performer or music educator. This combination of expertise results in excellent practical advice. Readers will learn, for example, that they are in the majority (57%) if they experience rapid heartbeat before performances; the chapter devoted to performance anxiety will help them decide whether beta-blocker medication, hypnotherapy, or the Alexander Technique of relaxation might alleviate their stage fright. Another chapter outlines a step-by-step method for introducing children to musical notation, firmly based on research in cognitive development. Altogether, the 21 chapters cover the personal, environmental, and acoustical influences that shape the learning and performance of music.
Author: Barry J. Zimmerman
Publisher: Amer Psychological Assn
ISBN: 9781557983923
Category : Psychology
Languages : en
Pages : 147
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Book Description
Grade level: 5, 6, 7, 8, 9, 10, 11, 12, e, i, s, t.
Author: Lauren DiGiorgio
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
The purpose of this review of literature is to examine (a) what is self-efficacy? (b) what factors influence self-efficacy? (c) what research has been conducted on self-efficacy in the context of secondary instrumental education (d) how can instrumental educators use the findings of these studies to improve their students’ self-efficacy? This review of literature examines prominent theories of self-efficacy in psychology and education. Commonalities and differences among theories are explored. Variables impacting student self-efficacy are analyzed and applied to the domain of instrumental music education. Research pertaining to student self-efficacy in instrumental education are explored in relation to the theories and variables presented. Areas in need of further research in instrumental music education are identified.
Author: Albert Bandura
Publisher: Macmillan Higher Education
ISBN: 1319044468
Category : Psychology
Languages : en
Pages : 547
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Book Description
How do otherwise considerate human beings do cruel things and still live in peace with themselves? Drawing on his agentic theory, Dr. Bandura provides a definitive exposition of the psychosocial mechanism by which people selectively disengage their moral self-sanctions from their harmful conduct. They do so by sanctifying their harmful behavior as serving worthy causes; they absolve themselves of blame for the harm they cause by displacement and diffusion of responsibility; they minimize or deny the harmful effects of their actions; and they dehumanize those they maltreat and blame them for bringing the suffering on themselves. Dr. Bandura’s theory of moral disengagement is uniquely broad in scope. Theories of morality focus almost exclusively at the individual level. He insightfully extends the disengagement of morality to the social-system level through which wide-spread inhumanities are perpetrated. In so doing, he offers enlightening new perspectives on some of the most provocative issues of our time, addressing: Moral disengagement in all aspects of the death penalty—from public policy debates, to jury decisions, to the processes of execution The social and moral justifications of major industries—including gun manufacturers, the entertainment industry, tobacco companies, and the world of "too big to fail" finance Moral disengagement in terrorism, and how terrorists rationalize the use of violence as a means of social change Climate change denial, and the strenuous efforts by some to dispute the overwhelming scientific consensus affirming the impact of human behavior on the environment "Al Bandura is the most cited individual in the history of psychology for the depth, breadth and originality of his ideas and writings. Now with his ground-breaking new contribution, Moral Disengagement, his reach extends not only to teachers and students but also to the general public --making them aware of everyday evils in many spheres of daily life that must be counteracted by mindful moral engagement." ----Phil Zimbardo, Ph.D. Author, The Lucifer Effect; President, The Heroic Imagination Project "The authoritative statement by the world’s most-cited living psychologist, laying out his influential theory. Plunge into these fascinating historical and modern case studies of moral disengagement—morality tales for all time, illuminated by the psychology of how people do harm to themselves and others."-- Susan T. Fiske, Psychology and Public Affairs, Princeton University ‘If you have wondered why good people do bad things, and even terrible and horrible things, then this is the only book you ever will have to read." ----Robert J. Sternberg, Professor of Human Development, Cornell University "Dr. Albert Bandura is one of the great behavioral scientists of our time. His superb contributions include a deep analysis of human morality, its fundamental importance and the complexity of its development." ----David A. Hamburg, MD, Visiting Scholar, American Association for the Advancement of Science; DeWitt Wallace Distinguished Scholar, Weill Cornell Medical College; President Emeritus, Carnegie Corporation of New York
Author: Erin MacAfee
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Public performance is often a central component of music education for young musicians, and the demands of performing in festivals, exams, auditions, and recitals can cause young performers to experience music performance anxiety (MPA: Boucher & Ryan, 2011; Thomas & Nettelbeck, 2014). The current dissertation explored MPA in young musicians from a variety of perspectives, using four main research purposes. The first article examined the relationship between MPA and self-efficacy in young musicians and investigated the extent to which gender moderates the relationships between MPA, age, and self-efficacy in young musicians (aged 7-17 years). The results of statistical analyses indicated that while gender did not moderate the relationship between age and MPA, age had a significant main effect on MPA. There was no significant difference between males' and females' levels of self-reported MPA. Additionally, there were no significant main effects of age or gender on self-efficacy, or an effect of gender on the relationship between age and self-efficacy. A strong negative relationship between self-efficacy and MPA indicates that students with low levels of self-efficacy are more likely to have high levels of MPA. Next, the MPA/self-efficacy and MPA/age-related findings from article one led to the second and third articles of this dissertation which investigated a self-modeling intervention designed to target MPA and self-efficacy in adolescent musicians. Article two examined the relational changes between MPA, self-efficacy, performance quality, and behavioural anxiety in five adolescent piano students over a six-week intervention. The study also explored the effects of a positive self-review self-modeling intervention on adolescent musicians using quantitative methods. Results indicated that the relational changes between MPA, self-efficacy, and performance quality are complex. There were no observed relationships between MPA and self-efficacy or performance, suggesting that MPA can have both debilitative and facilitate effects on these variables. Additionally, there was no relationship between MPA and behavioural anxiety, suggesting that students may appear less anxious than they feel. Finally, the results suggest that self-modeling has individual effects on musicians, meaning that self-modeling can provide teachers with a versatile strategy for reducing MPA, improving performance quality, and/or increasing performance confidence. Article three expanded on the self-efficacy results of article two and investigated how Bandura's (1977) four sources of efficacy influenced self-efficacy beliefs in adolescent musicians within a six-week self-modeling intervention. The study also explored the effects of a positive self-review self-modeling intervention on musician self-efficacy using qualitative methods. Results indicated that mastery experience was most influential on self-efficacy beliefs in participants. Observing similarly skilled models, receiving positive feedback, and feeling calm or focused prior to performance increased self-efficacy in participants, while observing advanced models, making negative comparisons, and feeling anxious, distracted, or fatigued decreased self-efficacy. These results provide music teachers with several practical strategies that may facilitate stronger self-efficacy beliefs in students. Additionally, the self-modeling video increased self-efficacy when participants liked and related to their video or used the video to facilitate performance improvements, suggesting that both the performance and strategic functions of modeling may be beneficial to musicians. Finally, the fourth and final article of the dissertation explored MPA from music teachers' perspectives by identifying and describing common coping strategies teachers use to support students with MPA. A quantitative content analysis of scientific and non-scientific MPA literature identified preparation, open communication, realistic expectations, exposure therapy, and deep breathing as the five most common coping strategies mentioned in the literature. Qualitative thematic analyses of literature and semi-structured interview transcripts with piano teachers provided descriptions of the five commonly identified strategies. A comparison of literature and interview results suggests a gap between research knowledge of MPA and practical teaching application. While music teachers employ a variety of strategies to help students cope with MPA, they may also benefit from formal MPA training opportunities grounded in research to provide additional resources for effectively managing students with MPA. The four articles of the dissertation combine to give an overview of MPA in young musicians from several different perspectives. Findings from article one help identify students who may be more at risk to suffer from MPA, while self-modeling findings from articles two and three provide musicians and teachers with a viable strategy to help reduce MPA and increase self-efficacy. Finally, given that teachers can act as a front-line defense against MPA (Liu, 2016), findings from article four help identify areas where researchers can provide teachers with further MPA training, which will in turn help fortify young musicians against MPA.
Author: Kimberly Ann Root Wilson
Publisher:
ISBN:
Category : Music
Languages : en
Pages : 150
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Book Description
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: Susan Hallam
Publisher: Heinemann Educational Publishers
ISBN: 9780435811464
Category : Effective teaching
Languages : en
Pages : 350
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Book Description
Providing teaching advice as well as current knowledge and thinking about learning, Susan Hallam, an experienced music teacher and professional musician gives guidance on how to apply theory into practice. This text provides information that enables a teacher to: understand pupils, assess their strengths and weaknesses and adapt teaching styles to individual needs; motivate all pupils to perform at their best, including those with special educational needs; and support pupils in practising, performing, listening, appraising, improvising and composing.
