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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