McCormick and McPherson (2003) surveyed instrumentalists between the ages of 9 and 18 (N = 332) who were completing externally assessed performance examinations at 15 separate regional and metropolitan areas in three Australian states. The examination used was the Trinity College, London examinations and involve candidates performing pieces with accompaniment, technical exercises, and études in front of a professional examiner. The examiner provided a mark according to the performance being unsatisfactory (below 65), a pass (65-74), a merit (75-84), or a distinction (85 or above). A 7-point Likert-type scale was used to assess learning strategies including cognitive, self-regulation, self-efficacy, and motivation. The survey item “I have fully
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The examination consisted of students performing prepared pieces with accompaniment, technical exercises, and an étude in front of a professional examiner. The examiner provided a mark to the performance being unsatisfactory (D), satisfactory (C and C+), credit (B and B+), and honors (A and A+). Compared to their original study, their questionnaire was expanded to five questions relating to technical work, sight-reading, pieces, aural ability, and general musical knowledge. An 11-point scale was used to rate each category on 10-unit intervals, with the word ‘can do’ being adjusted to ‘will do’ because the latter is a statement of intention. While there were differences in the data between this study and their original, structural equation modeling showed that self-efficacy was still found to be the most important predictor of achievement in …show more content…
Hendricks (2014) surveyed instrumental performance self-efficacy perceptions of high school musicians (N = 157) who volunteered during a 3-day competitive honor orchestra festival, finding most notably that students became more self-efficacious as the festival continued. The goal of this survey was to examine the effects of a high-stakes musical performance environment on perceptions of self-efficacy. When students arrived to the festival, they participated in an on-site audition and then were placed in two difference orchestras of differing status and difficulty. Over the course of 3 days, students were surveyed, interviewed, and observed by 16 researchers. Students filled out surveys at four points during the weekend: (1) before the placement audition; (2) before the initial rehearsal; (3) the mid-point; and (4) before the final concert. To avoid distractions, surveys were passed out in a packet and students were asked to fill them out when instructed. Student behaviors were observed and on-site interviews were conducted, both during various points throughout the weekend. Overall results showed that there was significant increase in self-efficacy as the weekend went forward. Data specifically from interview and observations showed that there was a difference in the competitive climate between the two orchestras, with the top orchestra being relatively more competitive and the lower orchestra being more
The examination consisted of students performing prepared pieces with accompaniment, technical exercises, and an étude in front of a professional examiner. The examiner provided a mark to the performance being unsatisfactory (D), satisfactory (C and C+), credit (B and B+), and honors (A and A+). Compared to their original study, their questionnaire was expanded to five questions relating to technical work, sight-reading, pieces, aural ability, and general musical knowledge. An 11-point scale was used to rate each category on 10-unit intervals, with the word ‘can do’ being adjusted to ‘will do’ because the latter is a statement of intention. While there were differences in the data between this study and their original, structural equation modeling showed that self-efficacy was still found to be the most important predictor of achievement in …show more content…
Hendricks (2014) surveyed instrumental performance self-efficacy perceptions of high school musicians (N = 157) who volunteered during a 3-day competitive honor orchestra festival, finding most notably that students became more self-efficacious as the festival continued. The goal of this survey was to examine the effects of a high-stakes musical performance environment on perceptions of self-efficacy. When students arrived to the festival, they participated in an on-site audition and then were placed in two difference orchestras of differing status and difficulty. Over the course of 3 days, students were surveyed, interviewed, and observed by 16 researchers. Students filled out surveys at four points during the weekend: (1) before the placement audition; (2) before the initial rehearsal; (3) the mid-point; and (4) before the final concert. To avoid distractions, surveys were passed out in a packet and students were asked to fill them out when instructed. Student behaviors were observed and on-site interviews were conducted, both during various points throughout the weekend. Overall results showed that there was significant increase in self-efficacy as the weekend went forward. Data specifically from interview and observations showed that there was a difference in the competitive climate between the two orchestras, with the top orchestra being relatively more competitive and the lower orchestra being more