The Impact of Student Self-Efficacy on Learning Gains for Undergraduate Music Majors: A Social Cognitive Theory Perspective
Keywords:
Music Education;Self-Efficacy;Learning Gains;Social Cognitive Theory;KSA ModelAbstract
Based on social cognitive theory, this study explores the impact of student self-efficacy on the learning gains of undergraduate music majors. A questionnaire survey was conducted with 360 music students from five undergraduate institutions in China to analyze the relationship between the five dimensions of self-efficacy (task focus, perseverance, confidence, proactiveness, and coping strategies) and the three dimensions of learning gains (knowledge, skills, and attitudes). Data analysis results show that each dimension of self-efficacy has a significant positive effect on learning gains. Specifically, task focus has a regression coefficient of 0.32 on knowledge gain (p < 0.001), perseverance has a regression coefficient of 0.28 on skill gain (p < 0.001), and confidence has a regression coefficient of 0.35 on learning attitudes (p < 0.001). Proactiveness significantly impacts knowledge, skills, and attitudes (knowledge: 0.21; skills: 0.23; attitudes: 0.26, all p < 0.001). This study enhances the application of social cognitive theory in music education and provides practical guidance for educators on boosting student self-efficacy. The results indicate that by enhancing students' self-efficacy, their Learning Gains can be significantly improved, thereby advancing the development of music education.
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This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Published by University Tun Abdul Razak (UNIRAZAK)
