The Role of Self-Efficacy in a Musical Performance Examination: An Exploratory Structural Equation Analysis
Abstract
The study reported here investigated cognitive mediational processes in the context of a music performance examination. The prime purpose was to focus on an aspect of musical learning - graded music examinations - that has hitherto received little research attention. The sample consisted of 332 instrumentalists who were completing Trinity College, London, graded, externally assessed performance examinations. Analysis of survey data was carried out using structural equation modelling. The analysis suggested that, in motivational terms, and consistent with research carried out in other academic contexts, self-efficacy was the best predictor of actual performance. The authors conclude that whilst practice plays a vital part in the development of a musician’s capacity to perform well, it should not be considered in isolation from motivational and related variables.
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Empirical evidence regarding how important personal and social factors interact with each other affecting students' motivation and intention to learn music has been reported.
“Empirical evidence regarding how important personal and social factors interact with each other affecting students' motivation and intention to learn music has also been reported (e.g.McCormick & McPherson, 2003;Sichivitsa, 2007).”
From Teachers’ perceptions of declining participation in school music (2011) · cites this paper as McCormick & McPherson, 2003
Past studies have indicated a significant role of students' self-efficacy beliefs in music performance.
“Past studies have indicated the significant role of students' self-efficacy beliefs in music performance (e.g.McCormick & McPherson, 2003;McPherson & McCormick, 2006;Schmidt, 2005).”
From Teachers’ perceptions of declining participation in school music (2011) · cites this paper as McCormick & McPherson, 2003
Cites
The role of deliberate practice in the acquisition of expert performance
Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993) · Psychological Review · doi:10.1037/0033-295x.100.3.363 · Cited by 9,564 · cited 2× · see citing works
“Successful musicians in both groups not only invest large amounts of time practising but possess a deep desire to master their craft (Ericsson et al., 1993; ShehanCampbell, 1995; Walser, 1993).”
BackgroundMotivational and self-regulated learning components of classroom academic performance.
Pintrich, P. R., & De Groot, E. V. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.1.33 · Cited by 8,332 · see citing works
Self-Efficacy Beliefs in Academic Settings
Pajares, F. (1996) · Review of Educational Research · doi:10.2307/1170653 · Cited by 4,688 · see citing works
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Teachers’ perceptions of declining participation in school music
Ng, C.-H. C., & Hartwig, K. (2011) · Research Studies in Music Education · doi:10.1177/1321103x11423598 · Cited by 27 · see citing works
- Authors
- McCormick, J., & McPherson, G.
- Affiliations
- UNSW Sydney (AU)
- ORCID
- McPherson, Gary
- Venue
- Psychology of Music
- Publisher
- SAGE Publications
- Published
- 2003-01
- Volume
- 31
- Issue
- 1
- Pages
- 37-51
- ISSN
- 0305-7356 (ISSN-L)
- 1741-3087
- OpenAlex
- W2159200844
- Cited by
- 307
- References
- 3
- Citations by year
- 2026: 14 · 2025: 10 · 2024: 13 · 2023: 17 · 2022: 19 · 2021: 43 · 2020: 13 · 2019: 15 · 2018: 12 · 2017: 21 · 2016: 12 · 2015: 19 · 2014: 12 · 2013: 8 · 2012: 8
- FWCI
- 99.42
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Psychology of Music (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Music › Diverse Music Education Insights
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Developmental and Educational Psychology › Sport Psychology and Performance
- Keywords
- self-efficacy, instrumentalists, music performance, motivation, cognitive mediation, practice, music learning
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