Self-efficacy and music performance

By Gary E. McPherson, John McCormick. 2006

373 citations recorded by the source corpus.

This study is the second in a series of investigations attempting to clarify relationships between variables that impact on a young musician's ability to perform music (as assessed on a graded music examination). Consistent with studies on school academic subjects, our previous investigation demonstrated the importance of self-efficacy in predicting young musicians’ performance examination results. In the current study, structural equation modelling allowed us to compare two different types of graded music performance examinations. Although differences emerged between the two sets of data, self-efficacy was again found to be the most important predictor of achievement in the examinations. Implications arising from this finding are discussed in the final section of the article.

Subfields: Cognitive Neuroscience, Education, Music

View Paper: https://www.semanticscholar.org/paper/54dfecb4dffcab6d1bb2c334cd22bc0658b6aee8

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In Cognitive Neuroscience

In Education

In Music

Citations in the corpus

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).”
The Development of a Measure of Self-Regulated Practice Behavior for Beginning and Intermediate Instrumental Music Students (2012, methodology): “…in the current study are consistent with those in previous research that demonstrated links between reported (e.g., Hallam, 2001b; McPherson, 1997; McPherson & McCormick, 2006) and observed behaviors (e.g., Duke et al., 2009; Gruson, 1988; Miksza, 2011) indicative of relatively strategic…”
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…”
When passion leads to excellence: the case of musicians (2011, background): “In one of those studies, McPherson and McCormick (2006) investigated a model linking practice, self-efficacy, and performance in music students.”
Evaluation of a Mental Skills Training Program for Musicians (2011, background): “As mentioned above, research suggests that anxiety should be viewed as a multi-dimensional construct, comprised of intensity and direction components (Jones & Swain, 1992 ; Miller & Chesky, 2004 ; Roland, 1994 ).”
Measuring distinct types of musical self-efficacy (2011, methodology): “They support the theorized need for continued specificity within domains (Pajares, 1996; Schunk, 1996; McPherson & McCormick, 2006).”
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).”
When quantity is not enough: Disentangling the roles of practice time, self-regulation and deliberate practice in musical achievement (2015, methodology): “In past research, quantitative researchers have defined formal and informal practice using criteria such as the practice of studies (formal practice) versus improvisation (informal practice, e.g. McPherson & McCormick, 2006).”