engleski

Relationship between motivation and self-efficacy With the acquisition of musical competencies in Students of teacher education

Teachers’ poor self-confidence in teaching music is a universal problem, usually attributed to teachers’ lack of musical competence. However, the causes can be sought in the complex process of music education that begins as late as adolescence, in teacher education curriculum, as well as in the psychological factors that accompany learning. The aim of this study is to determine the relationship between motivation and self-efficacy in music education training among students of teacher education and their success in acquiring and developing musical competencies. A longitudinal empirical study was conducted with students of teacher education (N=105). For the study, a Questionnaire on motivation and self- efficacy for learning music in students of teacher education was designed to measure students’ motivation and self-efficacy in music prior to vocal and instrumental courses. At the end of the academic year, students’ success in acquiring specific musical competencies was assessed. The results of this quantitative study showed that motivation to learn music and self-efficacy in music were related to success in acquiring the musical skills of singing and playing, but not to the acquisition of music knowledge. In addition, the psychological predictor of success in singing was found to be self-efficacy in music, while the predictor of success in learning to play music was motivation to learn music. The study indicates the need to link the psychological and music- educational approach to the problem of acquisition and development of musical competencies and to conduct new research that attempts to explain the nature of the interaction between psychological factors and the acquisition and development of musical competencies of future teachers.

musical performance assessment ; musical performance ; musical knowledge ; singing ; playing

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