Download or read book Relationships Between the Sources of Self efficacy and Changes in Competence Perceptions of Music Students During an All state Orchestra Event written by Karin S. Hendricks and published by . This book was released on 2009 with total page 818 pages. Available in PDF, EPUB and Kindle. Book excerpt: Recent advances suggesting that talent is malleable and can be developed through effort have led to a redefining of musical ability, and have stressed the role of teachers in motivating students to persist when setbacks and self-doubts might hinder their progress. Individuals with a high sense of self-efficacy have a strong belief in their own capacity, and are more likely to persist in the face of obstacles as they strive toward higher levels of performance. The potential for self-efficacy research is promising in music education, where a common emphasis on achievement and competition can lead to considerable physical, emotional, and mental demands. This study observes the sources of self-efficacy and other contextual and intrapersonal influences upon changes in music competence perception of high school orchestra students at a statewide music festival in the United States. A concurrent nested, semi-integrated mixed method design was used for simultaneous collection of qualitative and quantitative data. Surveys were developed and adapted from prior self-efficacy research to reflect distinctive features of a music ensemble rehearsal setting. Analyses suggest that students with higher self-efficacy beliefs were influenced by the sources of self-efficacy, with a primary influence from enactive mastery experience. Students with high self-efficacy beliefs were also positively influenced by (a) positive and negative conductor feedback; (b) encouragement from other students; (c) seeing other students succeed; and (d) issues of fatigue. Students with low self-efficacy beliefs felt more capable after seeing that other students were struggling. Variations in self-efficacy perceptions were evident according to gender, orchestra placement, instrument group, and relative number of same-school peers at the festival. Additional findings suggest that self-efficacy perceptions in a socially comparative environment were most associated with the ability to impress others, and least associated with the ability to perform expressively. This research offers implications and strategies to assist music educators in fostering high student self-beliefs, including teaching self-regulation of cognitive processes. Findings demonstrate how the sources of self-efficacy can be used to assist music students in becoming more musically capable, and to act as agents of their own cognition, motivation, and musical development.

Download or read book Scholarly Research in Music written by Sang-Hie Lee and published by Routledge. This book was released on 2022-04-28 with total page 351 pages. Available in PDF, EPUB and Kindle. Book excerpt: Scholarly Research in Music: Shared and Disciplinary-Specific Practices, Second Edition offers a comprehensive and detailed guide to engaging in research in all disciplines of music. This second edition continues to provide the foundational principles of research for all musicians, including performers, theorists, composers, conductors, music educators, and musicologists. It strengthens the core pedagogical framework of the first edition by offering updated guidance on available technologies, methodologies, and materials. Driven by the rapidly shifting research paradigms within music, sixteen contributors expand the already broad scope of the book, with new chapters on research in today’s library, neurophenomenology in music, and self-efficacy in music performance, as well as new sections in chapters on philosophy, historical research, social science research, and statistics. Introducing research as a friendly and accessible process, the book engages students in brainstorming a topic, asking pertinent questions, systematically collecting relevant information, analyzing and synthesizing the information, and designing a cohesive research plan to conduct original research. Detailing the methodologies and techniques of both conventional and innovative approaches to music research, Scholarly Research in Music provides an essential grounding for all kinds of music researchers.

Download or read book Compassionate Music Teaching written by Karin S. Hendricks and published by Rowman & Littlefield. This book was released on 2018-01-24 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: Compassionate Music Teaching provides a framework for music teaching in the 21st century by outlining qualities, skills, and approaches to meet the needs of a unique and increasingly diverse generation of students. The text focuses on how six qualities of compassion (trust, empathy, patience, inclusion, community, and authentic connection) have made an impact in human lives, and how these qualities might relate to the practices of caring and committed music teachers. This book bridges the worlds of research and practice, discussing cutting-edge topics while also offering practical strategies that can be used immediately in music studios and classrooms. Each chapter is addressed from multiple perspectives, including: research in music, education, psychology, sociology, and related fields; insights from various students and teachers across the United States; and an in-depth study of five music teachers who represent a broad range of genres, student ages, and pedagogical approaches. The book is dedicated to exploring those conditions that help students not only to learn, but also to grow, thrive, and freely express—and become compassionate musicians, teachers, performers, and people as well.

Download or read book The Oxford Handbook of Qualitative Research in American Music Education written by Colleen M. Conway and published by Oxford University Press. This book was released on 2014-04-01 with total page 697 pages. Available in PDF, EPUB and Kindle. Book excerpt: Qualitative research has become increasingly popular in music education over the last decade, yet there is no source that explains the terms, approaches and issues associated with this approach. In The Oxford Handbook of Qualitative Research in American Music Education, editor Colleen Conway and the contributing music educators provide that clarification, as well as models of qualitative studies within various music education disciplines. The handbook outlines the history of qualitative research in American music education and explores the contemporary use of qualitative approaches in examining issues related to music teaching and learning. It includes 32 chapters that address a range of topics, from ways of approaching qualitative research and ways of collecting and analyzing data, to the various music teaching and learning contexts that have been studied using qualitative approaches. The final section of the book tackles permission to conduct research, teaching qualitative research, publishing qualitative research, and provides direction for the future. An ambitious and much-needed volume, this handbook will stand as a key resource for drawing meaning from the experiences of students and teachers in music classrooms and communities both in America and in other countries.

Download or read book Models of Qualitative Research written by Colleen M. Conway and published by Oxford University Press. This book was released on 2020-03-02 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt: New in paperback, the articles collected in Models of Qualitative Research examine the use of qualitative research in answering important research questions regarding music teaching and learning in a variety of diverse music education contexts. Each author examines key studies and provides suggestions for future questions that qualitative researchers may consider. Contexts examined in the chapter include: early childhood music, general music, instrumental music -winds, brass percussion, instrumental music-strings, choral music, preservice teacher education, teacher professional development, community music education, music for students with special needs, music education and issues of diversity, and world music. Models of Qualitative Research is the third of three paperback volumes derived from the original Oxford Handbook of Qualitative Research in American Music Education, which outlines the history of qualitative research in music education and explores the contemporary use of qualitative approaches in examining issues related to music teaching and learning.

Download or read book Approaches to Qualitative Research written by Colleen Conway and published by Oxford University Press. This book was released on 2020-03-02 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this newly updated collection, a diverse roster of scholars place qualitative research in music education into its historical context, while providing readers with epistemological foundations and theoretical frameworks that can be applied to a range of teaching and learning contexts. Ethnography, phenomenology, case study, narrative, and practitioner inquiry are explored, as well as the emergence of mixed methods research in music education, rounding out a comprehensive overview of these qualitative research practices. Filled with cogent and practical insights from wide-ranging theoretical discourses, Approaches to Qualitative Research is a go-to guidebook for beginning research students and advanced practitioners alike. Approaches to Qualitative Research is the first of three paperback volumes derived from the original Oxford Handbook of Qualitative Research in American Music Education, which outlines the history of qualitative research in music education and explores the contemporary use of qualitative approaches in examining issues related to music teaching and learning.

Download or read book Performance Anxiety Strategies written by Casey McGrath and published by Rowman & Littlefield. This book was released on 2016-11-08 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt: Music performance anxiety has long frustrated the artistic community and, while tricks and folk remedies abound, a comprehensive plan to solve this problem has remained elusive. Accomplished violinist Casey McGrath combines her experiences with the research of Karin S. Hendricks and Tawnya D. Smith to provide a resource guide to the most current solutions and therapies, as well as educational applications, for both individual and classroom use. Divided by area of therapeutic interest, Performance Anxiety Strategies presents relevant and noteworthy research and insight into some of the most popular and many lesser-known therapies—including holistic, exposure, cognitive, behavioral, and medicinal treatments. Each chapter also features self-guided activities and exercises, words of wisdom from established performing artists and athletes, and suggestions for music teachers, as well as first-person narratives about the authors’ personal journeys with music performance anxiety both onstage and in the classroom. Including a wealth of offerings and approaches, this book is an invaluable resource for anyone who has ever experienced performance anxiety, from the aspiring classical musician to the garage band guitarist.

Download or read book Music and Play in Early Childhood Education written by Fanny M. Y. Chung and published by Springer Nature. This book was released on 2022-10-11 with total page 265 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides critical insights into the interplay of sociocultural change and educational practices by elucidating the trajectory of Hong Kong’s early childhood music education system. It presents an extensive analysis of postcolonial music education in relation to globalization, westernization, cosmopolitanism, and nationalization. It makes contributions to the theoretical arguments that can be used to interpret the impact of China on the previously Western orientation of education in Hong Kong. This book also explicitly problematizes the theoretical foundations of mandated policies such as play-based learning and moral education in early childhood through music in Hong Kong and across the globe. The analysis of historical context, political influences, and education ideologies in Hong Kong’s early childhood education subsystem provides fertile ground for a thorough understanding of the meaning and implications of globalization in education at multiple levels. Many empirical-based discussions in this book reflect the ideologies, trends, and practices of music education globally. Framed by Bandura’s social cognitive theory, the empirical studies discussed in the book explore the self-efficacy and practices of education leaders and teachers, reflecting the contemporary challenges of music education. Ultimately, it makes a vital contribution by offering a new conceptual model of music teacher education within a globally resonant framework.

Download or read book The Relationship of Compositional Experiences of High School Instrumentalists to Music Self efficacy written by Clinton A. Randles and published by . This book was released on 2006 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Student Musical Experiences and Self Efficacy in AP Music Theory written by Nathan M Patton and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book The Impact of Music Education on Select Students Self Efficacy written by Amber L. Gustafson and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book The Relationship Between Music Performance Anxiety and Self efficacy in Sixth to Eighth Grade Instrumental Students written by Brian David Bersh and published by . This book was released on 2020 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Student Motivation written by Farideh Salili and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 450 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book An Exploratory Study Examining If and how Music is Perceived to Effect Self efficacy and Pre performance Emotions in Tennis Players written by Adam Alamah and published by . This book was released on 2020 with total page 131 pages. Available in PDF, EPUB and Kindle. Book excerpt: The aim of the present study was to understand if listening to music is a common part of tennis players' pre-performance routines, and how this relates to emotion, memory, self-efficacy, and auditory imagery. Participants were recruited by contacting mid-Michigan college coaches and college club team coaches. After explaining the study to the coaches, a survey was sent to each participant online, requesting permission to take part in the study. Overall, 52 participants' data were analyzed (n = 52). Results showed that 58% of players typically listen to music before playing, either always or most often. Most players (90%) reported music leads to a positive mood state after listening. Although there was no relationship found between music which elicits memories of past successful events and perceived self-efficacy (p > .05), there was a statistically significant relationship found between music which elicits a positive mood and self-efficacy (p

Download or read book Music Performance Anxiety Self Efficacy and the Effects of Self Modeling on Young Musicians written by Erin MacAfee and published by . This book was released on 2021 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Developing Self regulated Learners written by Barry J. Zimmerman and published by Amer Psychological Assn. This book was released on 1996-01-01 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: Grade level: 5, 6, 7, 8, 9, 10, 11, 12, e, i, s, t.

Download or read book Self Efficacy in Music Performance written by Michael S. Zelenak and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Evidence of validity was based on test content, response process, and internal structure, along with convergent, discriminant, and multi-method relationships. Evidence of reliability was based on test-retest correlation (r = .87) and internal consistency (á = .88). Recommendations for researchers were to link the sources of self-efficacy to performance achievement; explore self-efficacy's relationship with aptitude and achievement; and expand the investigation to other populations. Recommendations for educators focused on improving understanding of self-efficacy and interpreting MPSES results.