Fostering Self-Efficacy Among Adolescents in Secondary General Music

Abstract

In secondary general music classes, adolescent musicianship can be stifled by poor self-efficacy. Although adolescents typically lead lives rich with music, they may believe that these interests and experiences do not apply within school settings, may become preoccupied with images of seeming musical perfection, and may even perceive themselves to be unmusical. Societal messaging and school music programs themselves may unfortunately enhance these views. Four sources of self-knowledge that inform self-efficacy provide considerations and approaches for secondary general music teachers.

Improving Classroom Management Issues by Asking Questions: Part 2

“…This question is an extension of Bandura’s (1997) first source of self-knowledge—mastery experiences. Mastery experiences are the genuine successes (sometimes referred to as “milestone moments”) or perceived successes that can cause a student to say, “I’ve been successful before and I can be successful again” (Bucura, 2019). Mastery experiences lead to self-efficacy when students meet short-term goals and reflect on their growth and success.…”

“…If the comparer can think, “If that person can do it, I can do it,” then they have selected a compatible model, but if the comparer can think, “Of course that person can do it, they are so much better than me,” then they have selected an incompatible model. If the comparer tends to compare themselves with the teachers, it is wise for the teacher to exhibit a “coping model” (Bucura, 2019) in which the teacher models an appropriate amount of vulnerability, accepts errors as part of the learning process, and employs a “growth mind-set” (for excellent reading on “growth mind-set,” see Davis, 2017; Dweck, 2000). In working to create positive vicarious experiences, it is helpful for students, particularly the “comparer,” to set their own progress goals.…”

“…Central to successful verbal persuasion is the act of sincerely praising effort and incremental growth. Bucura (2019) made an excellent point that as music teachers, sometimes we have a tendency to praise what could be considered fixed characteristics with comments like, “You’re so talented” or “You have a great voice,” which is unhelpful in developing a growth mind-set.…”

“…Note that self-efficacy is different from self-esteem (see Culp, 2016), which is a student's sense of self-worth. The main psychologist associated with selfefficacy is Albert Bandura (1993Bandura ( , 1997, although the most recent and very helpful application of self-efficacy in a general music setting is from Elizabeth Bucura (2019). As cited in Bucura (2019), Bandura (1997) contended that the four sources of self-knowledge that inform self-efficacy are mastery experiences, vicarious experiences, verbal persuasion, and emotional and psychological states, all of which are discussed later in this column.…”

Inservice Music Educators’ Perceived Comfort for Teaching and Performing on Secondary Band Instruments

“…Course structures and instructors not only influence the perception and comfort of educators, but their identities do as well. Researchers have investigated the identities and comfort levels of both preservice and inservice music teachers (e.g., Bucura, 2019; Kim, 2018; Parker & Powell, 2014; Powell et al, 2018). Parker and Powell (2014) examined students’ identity when taking methods courses outside their area of focus.…”