Developing Self-Efficacy to Improve Music Achievement

Albert Bandura identified self-efficacy as the dominant self-perception shaping action, effort, and achievement. In music education, researchers have identified a positive relationship between self-efficacy and achievement, but how can music educators develop self-efficacy to improve achievement? This article offers a description of self-efficacy and provides practical strategies to promote its development in music education. These strategies can be applied in any music learning environment so that music educators may be more fully prepared to integrate activities that build self-efficacy into their instruction, enabling their students to reach higher levels of achievement.

Multilevel Models of the Relationship Between Music Achievement and Reading and Math Achievement

We used multilevel mixed modeling to test the extent to which students’ music achievement scores were related to their reading and math achievement scores. Of the four levels examined (individual students, classrooms, schools, and districts), only individuals and districts accounted for a significant portion of the total variance in achievement scores. We studied several background variables potentially affecting academic achievement among individuals: grade level, gender, educational attainment of parents/guardians, free/reduced-price lunch, ethnicity, and urbanicity. We also incorporated district-level variables of sex, ethnicity, parent/guardian education level, and free/reduced-price lunch along with principal component scores for four district-level latent variables—district achievement, district behavior, available funds, and local revenue. Fourth through eighth graders ( N = 1,081) from seven midwestern school districts participated in the study. Students sat for a representative portion of the first two of the Music Achievement Tests (MAT-1 and MAT-2). We developed separate models for reading and math achievement. No significant differences were found among the districts’ intercepts or slopes. With the aforementioned variables controlled for, both MAT-1 and MAT-2 (controlling for one another as well) demonstrated a strong relationship with reading and math achievement ( ps < .0001).

Assessment and Grading in Music Courses

Chapter 2 provides a detailed overview of approaches to assessing music teaching and learning in a higher education setting. The chapter begins with a discussion of music aptitude versus music achievement and clarifies the differences between these constructs as well as between assessment and grading. Types of measures such as multiple choice, essay tests, and performance assessments are provided with discussion of advantages and disadvantages of each. A focus on reliability and validity if assessments is included and sample student-generated rubrics for various music courses are provided. Performance rubrics are provided as well. The chapter concludes with discussion of departmental level assessment.

An Overview of Music Tests and Their Uses

This chapter details the history and evolution of the use of music tests in both in and out of school situations. The focus is on their importance in supporting teaching and learning as well as providing data for science and culture. Music tests are also found in psychology, medicine, and sociology. Tests of talent and aptitude, music achievement, appreciation and preference, emotion, performance, creativity are covered. The chapter discusses tests used in teacher evaluation, certification, and tests used for other purposes. The chapter concludes with a discussion of ongoing challenges of music testing and the use of music test results.

Motivational factors in adult, auditioned community choirs: The power of aesthetic experiences

The purpose of this study was to a) identify motivational factors to join and maintain membership in adult, auditioned community choirs; b) examine relationships between music achievement, music aptitude, and selected motivational factors; and c) examine the role of stress and anxiety as factors in choral participation. Participants ( N = 135) from four adult, auditioned community choirs participated in this study. Data was collected using measures of musical aptitude, vocal achievement, and a questionnaire relating to the topics of motivation, retention, and stress/anxiety informed by Cusp Catastrophe Theory. Results suggest that aesthetic motivation is a primary factor contributing to enrollment and retention in adult, auditioned community choirs. Experienced choral members perceive little stress or anxiety when learning or performing choral music; however, members believe that some stress may be beneficial to singing. Implications include the need for conductors to consider the importance of perceived aesthetic qualities when selecting choral literature. In addition, the impact of community ensembles on community cohesion, health benefits, and educational benefits may be related to motivational factors influencing continued participation.

The Effect of Symmetrical and Asymmetrical Peer-Assisted Learning Structures on Music Achievement and Learner Engagement in Seventh-Grade Band

The purpose of this study was to examine the effect of two different reciprocal peer-assisted learning (PAL) arrangements on music achievement and learner engagement in the secondary instrumental music classroom. Using a quasi-experimental design, students from six separate seventh-grade bands from one large urban/suburban school district ( N = 261) were randomly assigned to one of two treatment conditions: symmetrical PAL, where students of like ability were paired together, and asymmetrical PAL, where students of divergent ability were paired together. Students worked in pairs over the course of four weeks and took turns being the “learner” and the “teacher” to improve sight-reading ability and music theory knowledge. Student pairs were allowed to determine their own rules for interaction, turn taking, and the amount of material to be covered in each session. Three pre-/posttest outcome variables were assessed: sight-reading performance, music theory knowledge, and learner engagement. Additionally, individual socioeconomic status (SES) and motivation orientation were compared as potential moderating variables. Hierarchical linear regression analyses indicated that regardless of PAL pairings, there were significant gains for each of the outcome variables. Moreover, interaction effects were found between learner engagement, method of instruction, and SES.

The effects of music composition as a classroom activity on engagement in music education and academic and music achievement: A quasi-experimental study

The present study aims to contribute to the understanding of the effects of music education, in particular music composition as a classroom activity for fifth- and sixth-graders. The intervention (experimental condition) focused on a three-step-model for music composition, based on the Cultural Historical Activity Theory of education, and has been compared with a teacher-centered approach mainly based on students’ reproduction of music (control condition). Results indicated that after the six-month intervention period, students in the experimental group were more engaged in music education compared to students in the control group. The research did not show a statistical difference in learning outcomes with regard to intelligence, academic achievement and music achievement, although the students of the experimental group performed better with regard to reading comprehension than their counterparts in the control group. The authors conclude that music composition as a classroom activity is feasible and useful in elementary schools.