2. Bandura (1977)
Initial investigations
• Studies of ophidiophobia
fear of snakes
• Presented with an experience
• Small numbers
• Confirm strength of influences
Image CC-BY by DVIDSHUB
‘A person’s beliefs about their
capabilities to accomplish a
specific, criterial task’
4. Influential Scales:
Schwarzer & Jerusalem (1979) general self-efficacy
scale
• No validation study
• 10 items
• Not task-specific
Sherer & Maddux (1982) general self-efficacy scale
• Validation study
• 17 items
• For use in academic settings
• Still general…
Image CC BY by Trending Topics 2019
5. Self-efficacy
PerformanceLearning
Schunk, D. (1996). Self-efficacy for learning and performance. In Annual Meeting of the
American Educational Research Association. April, New York.
Suggestion of division of TYPES of self-efficacy (Schunk, 1996):
Important theoretical shift:
6. Self-efficacy relates to performance in music as it
does in other academic contexts
Self-efficacy assessed as a
*general* construct,
with this single question
“I have fully mastered the requirements for today’s
examination.” (p.45)
Self-efficacy in music:
McCormick & McPherson (2003)
Image CC BY by Marco Verch Professional
7. Self-efficacy provided the strongest
direct path to performance outcomes
Self-efficacy still assessed as a *general*
construct, with a single question for
each task.
Self-efficacy in music:
McPherson & McCormick (2006)
8. Guidance on measuring
Self-efficacy:
Bong, M. (2006). Asking the right questions.
In F. Pajares & T. C. Urdan (Eds) Self-efficacy
beliefs of adolescents (pp.287–305).
Greenwich, CT: Information Age Publishing.
12. As predictor of awarded mark
9.5%
University Students
As predictor of own mark
10.5%
Self-efficacy:
13. As predictor of awarded mark
17.3%
Conservatoire Students:
As predictor of own mark
25.3%
Self-efficacy:
14. Practicing: University vs. Conservatoire Students
Practice hours per
week
Voice Piano Strings Brass Woodwind Guitar All
University 4.17 8.31 5.01 4.32 4.98 5.77 5.49
Conservatoire 7 27.57 20.57 10 13.2 18.67 17.47
15. Total predictors of awarded mark
Self-efficacy 17.3%
Practicing per week 15.9%
Conservatoire Predictors:
16. 1. Self-efficacy predicts performance
quality.
2. Self-efficacy is more predictive for
those with greater expertise.
3. Practicing (time devoted to the task)
was a secondary predictor, but requires
considered examination.
Numbers of minutes are not enough.
17. Learning: Skills
and
Transferability?
Self-efficacy for Learning is
about belief in capabilities for
acquiring new skills, and the
processes associated with
understanding and building
new methods and information
into a current practice.Image CC BY-SA by Broo_am
19. Intervention:
22 Participants divided into groups (4)
• Weekly music lessons
• Controlling for factors:
• Same Teacher, Room, Content (lesson plan)
Tasks:
Control: Listen to music (placebo)
Experimental: Complete SRL worksheet
Image CC-BY-SA by kiera.chan
21. Results: Self-efficacy for Learning
At outset:
Placebo group: Higher Self-efficacy for Learning
(Median = 68.5, IQR = 9.75)
Intervention group:
(Median = 56, IQR = 13.5)
Z = 2.006, p = 0.045, r = 0.55
No significant differences in self-efficacy for learning or in
performance achievement between groups at end of study
Image CC BY-ND by Søren Øxenhave
22. Importance of building Self-Efficacy
1. Mastery experiences
2. Vicarious experiences
3. Verbal persuasion
4. Physiological symptoms
Image CC BY-SA by Mike
32. Student testimonials:
I definitely think my confidence in performing has
improved, and has made me a lot more comfortable
and confident with myself. I never used to have any
confidence and I was so scared of being judged but
now I’ve just accepted myself and I just present
myself a lot more positively.
I’ve became more aware of my mindset and how it’s
stopping me from doing a lot of things I want to do.
I’ve become more comfortable in social situations,
it’s definitely helped me confidence-wise with
dealing with people and conflict with people, which
has just been useful.
I’ve definitely become aware
about the way I think about
myself and becoming more
positive about the way I think,
like:
I can do this.
I should push myself to do that.
Image CC-0 by gnuc
33. Implications for
teachers and learners
Fostering self-efficacy
Direct interventions must be carefully
considered
Can you ‘make’ someone believe?
Must be done by the person – cannot
be done accidentally, done to you
Image CC BY-SA by Wills Lam
34. Relevance for Employability
Meaningful skills:
• Understanding
• Skills
• Efficacy beliefs
• Metacognition
(Knight & York, 2004)
Image CC BY-SA by anonymous09210716
Self-efficacy for Learning Beginning 79.84 Midterm 78.43 End of Year 84.31
Self-efficacy for Performing Beginning 72.32 Midterm 73.39 End of Year 81.56
See also Dacre Pool, L. and Sewell, P. (2007), "The key to employability: developing a practical model of graduate employability", Education + Training, Vol. 49 No. 4, pp. 277-289. https://doi.org/10.1108/00400910710754435
