Positive musical performance feedback facilitates general self-efficacy and choice of solo performance

IF 1.6 3区心理学 0 MUSIC

Psychology of Music Pub Date : 2024-11-14 DOI:10.1177/03057356241296535

Weronika Molińska, Joanna Rajchert

引用次数: 0

Abstract

This study investigates the impact of positive or negative performance evaluations on general self-efficacy and subsequent choice of a solo or group performance among professional musicians ( N = 53; women 58.2%, men 36.4%, non-binary 5.5%). Participants completed personality questionnaires, sight-read an unfamiliar musical piece, received computer-generated feedback, and reported post-manipulation self-efficacy. Results showed that positive evaluations, even computer-generated, increased self-efficacy and were associated with a higher likelihood of choosing solo/ a cappella performance. While self-efficacy correlated with a greater preference for solo/ a cappella performance, it did not mediate the relationship between evaluation and performance choice. Findings align with Bandura’s self-efficacy theory, emphasizing the influence of mastery experiences and external feedback on self-efficacy development.

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积极的音乐表演反馈能促进一般自我效能感和独奏表演的选择

本研究调查了专业音乐家（53 人，女性占 58.2%，男性占 36.4%，非二进制占 5.5%）的积极或消极表演评价对一般自我效能感以及随后选择独奏或小组表演的影响。参与者填写个性问卷，视唱一首陌生乐曲，接受计算机生成的反馈，并报告操作后的自我效能感。结果表明，积极的评价，即使是计算机生成的评价，也会提高自我效能感，并与选择独唱/无伴奏合唱表演的更高可能性相关。虽然自我效能感与更倾向于独唱/无伴奏合唱表演相关，但它并不能调节评价与表演选择之间的关系。研究结果与班杜拉的自我效能理论一致，强调了掌握经验和外部反馈对自我效能发展的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Psychology of Music Multiple-

CiteScore

4.00

自引率

17.60%

发文量

期刊介绍： Psychology of Music and SEMPRE provide an international forum for researchers working in the fields of psychology of music and music education, to encourage the exchange of ideas and to disseminate research findings. Psychology of Music publishes peer-reviewed papers directed at increasing the scientific understanding of any psychological aspect of music. These include studies on listening, performing, creating, memorising, analysing, describing, learning, and teaching, as well as applied social, developmental, attitudinal and therapeutic studies. Special emphasis is placed on studies carried out in naturalistic settings, especially those which address the interface between music psychology and music education.