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.
References
Abdolrezapour, P., Jahanbakhsh Ganjeh, S., & Ghanbari, N. (2023). Self-efficacy and resilience as predictors of students’ academic motivation. PLOS ONE, 18(5), e0285984.
Binhajib, A. (2024). Examining apparel design students’ self-efficacy and willingness towards using virtual reality in the design process.
Chen, L. (2024). Role of self-efficacy in predicting motivation and engagement among music learners. Learning and Motivation, 86, 101961.
Chung, F. M. (2021). Impact of music pedagogy education on teachers’ self-efficacy. Asia-Pacific Journal of Research in Early Childhood Education, 15(2), 63–86.
Cygrymus, E. R., & Lent, R. W. (2023). Social cognitive predictors of music majors’ academic well-being. Journal of Career Assessment, 31(2), 282–297.
Gong, H. (2023). Exploration on the influence of music aesthetic education on students' quality-oriented education in colleges and universities. International Journal of Education and Humanities, 8(3), 1–4.
Goetze, J., & Driver, M. (2022). Meta-analysis of self-efficacy and achievement in SLA. Studies in Second Language Learning and Teaching, 12(2), 233–259.
Hastings, J. L. (2023). Efficacy and outcome beliefs of general and special education teachers working with culturally linguistically diverse students with disabilities. Illinois State University.
Hussain, M. S., Khan, S. A., & Bidar, M. C. (2022). Self-efficacy of teachers: A review of the literature. Multi-Disciplinary Research Journal, 10(1), 110–116.
Iqbal, N., Khan, M. M., & Mohmand, Y. T. (2020). In-service training and job performance of TVET teachers. Public Organization Review, 20(1), 75–90.
Kattuah, S. E. (2013). Workforce training for increased productivity in Saudi Arabia (Doctoral dissertation, Victoria University).
Kiyemba, D. M., Marwad, J., Carter, E. J., & Norton, A. (2024, March). Evaluation tools for human-AI interactions. In Proceedings of the 2024 ACM/IEEE International Conference on Human-Robot Interaction (pp. 915–918).
MacAfee, E., & Comeau, G. (2020). Music performance anxiety and self-efficacy. Music Education Research, 22(1), 60–79.
Mantooth, R., Usher, E. L., & Love, A. M. (2021). Environmental influences, self-efficacy, and academic achievement. Learning Environments Research, 24(3), 519–535.
Seufert, S., Guggemos, J., & Sailer, M. (2021). Technology-related knowledge and attitudes of teachers. Computers in Human Behavior, 115, 106589.
Sun, J. (2022). Exploring the impact of music education on psychological and academic outcomes of students. Frontiers in Psychology, 13, 841204.
Waddington, J. (2023). Self-efficacy. ELT Journal, 77(2), 237–240.
Williams, E. R. (2024). The interdisciplinary music degree.
Yu, J., Huang, C., He, T., Wang, X., & Zhang, L. (2022). Investigating students’ emotional self-efficacy profiles. Education and Information Technologies, 27(8), 11715–11740.
Zarza-Alzugaray, F. J., & Casanova, O. (2020). Music self-efficacy for performance. Frontiers in Psychology, 11, 1249.
Zarza-Alzugaray, F. J., Casanova, O., McPherson, G. E., & Orejudo, S. (2020). Music self-efficacy for performance. Frontiers in Psychology, 11, 1249.
Zelenak, M. S. (2020). Developing self-efficacy to improve music achievement. Music Educators Journal, 106(2), 54–61.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 shiyunran
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Published by University Tun Abdul Razak (UNIRAZAK)
