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Music Self-Efficacy for Performance: An Explanatory Model Based on Social Support.
Francisco Javier Zarza-Alzugaray1, Oscar Casanova1, Gary E McPherson2
1Department of Musical, Plastic and Body Expression, University of Zaragoza, Zaragoza, Spain.
Frontiers in Psychology
|July 17, 2020
Summary
Family support significantly boosts music students' self-efficacy, especially for girls during public performances. Teacher and peer support aids boys by reducing performance anxiety.
Area of Science:
- Psychology
- Music Education
- Social Learning Theory
Background:
- Self-efficacy is crucial in music performance, influenced by social support and anxiety.
- Bandura's Social Learning Theory identifies four key sources of self-efficacy.
- Previous research indicates gender and educational level impact musical success.
Purpose of the Study:
- To analyze the relationships between social support, public performance, musical performance anxiety, and self-efficacy.
- To compare these relationships based on gender.
- To identify mediating factors in music performance self-efficacy.
Main Methods:
- Structural equation modeling was employed.
- A survey was administered to 359 preuniversity Spanish music students.
- Questionnaires assessed social support, performance anxiety, and self-efficacy.
Main Results:
- Family support directly and indirectly (via anxiety) enhances public performance self-efficacy.
- Teacher and peer support influenced boys' self-efficacy through performance anxiety.
- Public performances increased self-efficacy in girls, but not in boys.
Conclusions:
- Family support is a primary factor for music performance self-efficacy.
- Gender differences exist in how social support and performance experiences affect self-efficacy.
- Individualized pedagogical approaches are needed to enhance music students' self-efficacy.
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