Music Self-Efficacy for Performance: An Explanatory Model Based on Social Support
Personal perceptions of self-efficacy are particularly relevant in the field of music performance, which is oriented toward the outward expressions of one’s own ability through public performances. Within this context, a number of personal variables, including social support and performance anxiety,...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2020-06-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/article/10.3389/fpsyg.2020.01249/full |
| _version_ | 1818390015384748032 |
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| author | Francisco Javier Zarza-Alzugaray Oscar Casanova Gary E. McPherson Santos Orejudo |
| author_facet | Francisco Javier Zarza-Alzugaray Oscar Casanova Gary E. McPherson Santos Orejudo |
| author_sort | Francisco Javier Zarza-Alzugaray |
| collection | DOAJ |
| description | Personal perceptions of self-efficacy are particularly relevant in the field of music performance, which is oriented toward the outward expressions of one’s own ability through public performances. Within this context, a number of personal variables, including social support and performance anxiety, have been shown to be associated with musical success and are therefore relevant for research that seeks to understand the four sources of self-efficacy (mastery experiences, vicarious observation, verbal persuasion, physiological states) that are integral components of Bandura’s (2002) Social Learning Theory. Previous research, as well as observed differences among musicians associated with educational level (preuniversity) and gender (male/female), underpins the context of this study, which presents evidence regarding the factors that are capable of mediating perceptions of self-efficacy for musical performance. Specifically, the main objectives of this study were to more clearly understand relations between social support, public performance, musical performance anxiety, and self-efficacy using structural equation modeling and to compare these results according to gender. A battery of questionnaires was submitted to 359 preuniversity Spanish music students. Results highlight the relevance of family support for self-efficacy in public performance: directly and mediated through musical performance anxiety. The role of teachers and peers appeared to be relevant only for boys and was mediated through performance anxiety. Public performances lead to a greater degree of musical self-efficacy, but only in girls. Further research shall be required in order to improve pedagogical methods and help teachers increasingly individualize their teaching. |
| first_indexed | 2024-12-14T04:50:54Z |
| format | Article |
| id | doaj.art-e940dbde1ec2436a9a29f352648714fe |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-14T04:50:54Z |
| publishDate | 2020-06-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-e940dbde1ec2436a9a29f352648714fe2022-12-21T23:16:33ZengFrontiers Media S.A.Frontiers in Psychology1664-10782020-06-011110.3389/fpsyg.2020.01249531264Music Self-Efficacy for Performance: An Explanatory Model Based on Social SupportFrancisco Javier Zarza-Alzugaray0Oscar Casanova1Gary E. McPherson2Santos Orejudo3Department of Musical, Plastic and Body Expression, University of Zaragoza, Zaragoza, SpainDepartment of Musical, Plastic and Body Expression, University of Zaragoza, Zaragoza, SpainMelbourne Conservatorium of Music, University of Melbourne, Melbourne, VIC, AustraliaDepartment of Psychology and Sociology, University of Zaragoza, Zaragoza, SpainPersonal perceptions of self-efficacy are particularly relevant in the field of music performance, which is oriented toward the outward expressions of one’s own ability through public performances. Within this context, a number of personal variables, including social support and performance anxiety, have been shown to be associated with musical success and are therefore relevant for research that seeks to understand the four sources of self-efficacy (mastery experiences, vicarious observation, verbal persuasion, physiological states) that are integral components of Bandura’s (2002) Social Learning Theory. Previous research, as well as observed differences among musicians associated with educational level (preuniversity) and gender (male/female), underpins the context of this study, which presents evidence regarding the factors that are capable of mediating perceptions of self-efficacy for musical performance. Specifically, the main objectives of this study were to more clearly understand relations between social support, public performance, musical performance anxiety, and self-efficacy using structural equation modeling and to compare these results according to gender. A battery of questionnaires was submitted to 359 preuniversity Spanish music students. Results highlight the relevance of family support for self-efficacy in public performance: directly and mediated through musical performance anxiety. The role of teachers and peers appeared to be relevant only for boys and was mediated through performance anxiety. Public performances lead to a greater degree of musical self-efficacy, but only in girls. Further research shall be required in order to improve pedagogical methods and help teachers increasingly individualize their teaching.https://www.frontiersin.org/article/10.3389/fpsyg.2020.01249/fullself-efficacysocial supportperformance anxietymusic educationstructural equation modeling |
| spellingShingle | Francisco Javier Zarza-Alzugaray Oscar Casanova Gary E. McPherson Santos Orejudo Music Self-Efficacy for Performance: An Explanatory Model Based on Social Support Frontiers in Psychology self-efficacy social support performance anxiety music education structural equation modeling |
| title | Music Self-Efficacy for Performance: An Explanatory Model Based on Social Support |
| title_full | Music Self-Efficacy for Performance: An Explanatory Model Based on Social Support |
| title_fullStr | Music Self-Efficacy for Performance: An Explanatory Model Based on Social Support |
| title_full_unstemmed | Music Self-Efficacy for Performance: An Explanatory Model Based on Social Support |
| title_short | Music Self-Efficacy for Performance: An Explanatory Model Based on Social Support |
| title_sort | music self efficacy for performance an explanatory model based on social support |
| topic | self-efficacy social support performance anxiety music education structural equation modeling |
| url | https://www.frontiersin.org/article/10.3389/fpsyg.2020.01249/full |
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