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Self-efficacy in music education voc...

Royo, Johanna.

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Self-efficacy in music education vocal instruction: A collective case study of four undergraduate vocal music education majors.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Self-efficacy in music education vocal instruction: A collective case study of four undergraduate vocal music education majors./
Author:	Royo, Johanna.
Description:	228 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
Contained By:	Dissertation Abstracts International75-08A(E).
Subject:	Education, Music. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3619734
ISBN:	9781303892172

Self-efficacy in music education vocal instruction: A collective case study of four undergraduate vocal music education majors.
Royo, Johanna.

Self-efficacy in music education vocal instruction: A collective case study of four undergraduate vocal music education majors. - 228 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.

Thesis (Ph.D.)--The University of Arizona, 2014.

This item must not be sold to any third party vendors.

While much research exists on self-efficacy in music programs, few research studies have qualitatively examined the impact of vocal performance settings on music education majors' self-efficacies and career goals. This collective case study examines the self-efficacy perceptions of four undergraduate vocal music education students in five vocal performance and rehearsal settings: (a) voice lessons, (b) studio classes, (c) choral rehearsals, (d) choral performances, and (e) juries. During a spring semester at a major university in the southwestern United States, I examined how participants' perceptions of their family backgrounds, career goals, lifestyles, peers, and student-teacher relationships influenced their vocal self-efficacy perceptions and music career goals. Data collection included observations, individual interviews with participants, and one focus group interview. Coding methods were used to analyze the interview transcripts and observation field notes. Triangulation, peer review, and member checks of transcriptions were used to ensure accuracy. Findings are documented case-by-case and as cross-case themes. I found that mastery experiences and family support during adolescence influenced participants' initial decisions to major in music but had little influence on vocal self-efficacy during the study. Secondly, self-efficacy changes noted throughout the study influenced participants' career goals. Other emergent themes included the role of memory, teacher feedback, concept comprehension and socialization. I conclude with cross-case themes and offer ideas for future self-efficacy research.

ISBN: 9781303892172Subjects--Topical Terms:

1017808
Education, Music.

Self-efficacy in music education vocal instruction: A collective case study of four undergraduate vocal music education majors.
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245 1 0 $a Self-efficacy in music education vocal instruction: A collective case study of four undergraduate vocal music education majors.
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500 $a Adviser: Tami J. Draves.
502 $a Thesis (Ph.D.)--The University of Arizona, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a While much research exists on self-efficacy in music programs, few research studies have qualitatively examined the impact of vocal performance settings on music education majors' self-efficacies and career goals. This collective case study examines the self-efficacy perceptions of four undergraduate vocal music education students in five vocal performance and rehearsal settings: (a) voice lessons, (b) studio classes, (c) choral rehearsals, (d) choral performances, and (e) juries. During a spring semester at a major university in the southwestern United States, I examined how participants' perceptions of their family backgrounds, career goals, lifestyles, peers, and student-teacher relationships influenced their vocal self-efficacy perceptions and music career goals. Data collection included observations, individual interviews with participants, and one focus group interview. Coding methods were used to analyze the interview transcripts and observation field notes. Triangulation, peer review, and member checks of transcriptions were used to ensure accuracy. Findings are documented case-by-case and as cross-case themes. I found that mastery experiences and family support during adolescence influenced participants' initial decisions to major in music but had little influence on vocal self-efficacy during the study. Secondly, self-efficacy changes noted throughout the study influenced participants' career goals. Other emergent themes included the role of memory, teacher feedback, concept comprehension and socialization. I conclude with cross-case themes and offer ideas for future self-efficacy research.
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