The Role of Self-Efficacy in a Musical Performance Examination: An Exploratory Structural Equation Analysis

By John McCormick, Gary E. McPherson. 2003

262 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Experimental and Cognitive Psychology, Music

View Paper: https://www.semanticscholar.org/paper/171b0123a6777f070b99a8baf4d0ca882c80173c

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In Cognitive Neuroscience

In Experimental and Cognitive Psychology

In Music

Citations in the corpus

The Sources of Self-Efficacy (2016, background): “Music education scholars have studied self-efficacy for over a decade, especially since the publication of two seminal studies demonstrating the predictive power of self-efficacy belief in music performance (McCormick & McPherson, 2003; McPherson & McCormick, 2006).”
Measuring distinct types of musical self-efficacy (2011, methodology): “Nonetheless, the conclusion that ‘selfefficacy relates to performance in music as it does in other academic contexts’ (McCormick & McPherson, 2003) allows music researchers to draw upon methods employed in other studies.”
Self-efficacy and music performance (2006, methodology): “In addition, our original self-efficacy measure (McCormick and McPherson, 2003), which employed three items to assess the extent to which the students felt they had mastered the requirements for their examination, how good they believed they were compared to other students of their own age, and…”
When quantity is not enough: Disentangling the roles of practice time, self-regulation and deliberate practice in musical achievement (2015, background): “…self-regulation strategies and deliberate practice strategies, the four variables hypothesized to be inherent components of formal practice, were assessed separately as predictors of musical achievement (e.g. BonnevilleRoussy et al., 2011; McCormick & McPherson, 2003; McPherson & McCormick, 2006).”
Self-regulation and music learning: A systematic review (2016, background): “McCormick and McPherson (2003), like Miksza (2006), observed significant positive relationships between perceived efficiency and amount of practice.”
The role of parents in children's musical development (2009, background): “In music, self-efficacy is an effective predictor of children’s capacity to perform music in stressful situations (McCormick & McPherson, 2003; McPherson & McCormick, 2006), and therefore crucial in an area as difficult and taxing as learning music, where ‘insidious self-doubts can easily overrule…”
Strategies and self-efficacy beliefs in instrumental and vocal individual practice: a study of students in higher music education (2004, background): “…about their ability to learn or perform a task may play an important role in promoting and sustaining their strategies in practice, and may thus become a fundamental factor influencing the success of their practice sessions (Cantwell et al., 2000; Hallam, 2002; McCormick and McPherson, 2003).”
Goal orientation, implicit theory of ability, and collegiate instrumental music practice (2005, background): “Save for a handful of studies (Asmus, 1985; Austin, 1991; Austin and Vispoel, 1992; McCormick and McPherson, 2003), these motivational and situational influences on musical achievement in general and individual practice in particular have yet to be systematically investigated.”
The Development of a Measure of Self-Regulated Practice Behavior for Beginning and Intermediate Instrumental Music Students (2012, methodology): “This included gathering and comparing the available items, subscales, and factor analysis results of self-report measures of selfregulation used in previous research (Austin & Berg, 2006; McCormick & McPherson, 2003; McPherson & McCormick, 1999, 2000, 2006; Miksza, 2006; Nielsen, 2004).”
Evaluation of a Mental Skills Training Program for Musicians (2011, background): “Across two studies involving nearly 800 children completing graded music examinations, self-efficacy emerged as the most reliable predictor of performance in the examinations (McCormick & McPherson, 2003; McPherson & McCormick, 2006).”
A conceptual framework for understanding musical performance anxiety (2007, background): “Studies on self-efficacy in music suggest that higher self-efficacy has a positive impact on the overall achievement in Graded examinations (McCormick & McPherson, 2003; McPherson & McCormick, 1999, 2006).”