Teaching methods that foster self-efficacy belief: Perceptions of collegiate musicians from the United States

Abstract

Self-efficacy belief is a strong predictor of successful performance. Developmental differences in the acquisition of self-beliefs have been attributed to myriad individual and contextual factors, including teacher influence. The aim of this mixed-method study was to examine collegiate music students’ perceptions of teaching methods that strengthened or weakened music performance belief. A questionnaire was sent to music students enrolled in their third or fourth years of highly competitive collegiate music programs in the United States (N = 83). Analysis of variance revealed that students who reported studying with a teacher who “influenced them to become greater than they imagined possible” indicated significantly higher music performance self-efficacy beliefs than those who had not. Participants most frequently mentioned belief-enhancing methods associated with verbal/social persuasion (e.g., demonstrated belief in student potential, encouragement, high expectations, accountability, and personalized, logical instruction). Reported mastery experience methods were frequently coupled with verbal/social persuasion and encompassed a collaborative approach to selecting repertoire, tools for self-analysis and practice maximization, opportunities and encouragement to perform often, and goal setting. Over one in three participants conveyed studying with a teacher who “influenced them to become a weaker performer,” highlighting the need to educate music teachers in belief-enhancing pedagogical practices.