Delving into the role of self-efficacy in predicting motivation and engagement among music learners

Abstract

The concept of motivation is critical for enlightening learners’ performance and intentions to continue participation in music learning. Additionally, the extent of students' engagement in their educational pursuits bears significant implications for their success. Consistent with the psychological perspective, these intertwined notions have perpetually captivated the attention of scholars and educational authorities. Consequently, there exists a necessity to delve into the underlying determinants that either impede or boost students' motivation and engagement in contemporary educational settings due to the emergence of Positive Psychology. In addition, it is widely asserted that self-efficacy has evolved into a prominent psychological construct that is at the center of attention due to its value within the realm of education. Similarly, it seems that the high level of self-efficacy in the milieu of music education enables musicians, instructors, and researchers to gain a better grasp of the motivation and attendance processes that enable music learners to act better. Taking the role of these three constructs in education, this study aims to inspect the role of music students’ motivation and engagement. Using Structural Equation Modeling (SEM), the data from 502 music participants from different colleges who completed self-efficacy, motivation, and work engagement indicated that 61% of variations in music students’ engagement can be explained by their self-efficacy and about 77% of modifications in music learners’ motivation can be explained by their self-efficacy. In a nutshell, the current paper ends with some suggestions and recommendations to be used by teaching stakeholders in scholastic situations.