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Measuring Self-Efficacy Development ...

Lashley, Yorel.

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Measuring Self-Efficacy Development in Drumming Skills and Social-Emotional Learning: Do the Sources of Self-Efficacy Beliefs Change in Level of Influence or Constitution with More Task Experience (Measured Quantitatively)? What Are the Main Cognitive Outcomes as Understood by the Students Themselves Qualitatively?

Record Type:	Electronic resources : Monograph/item
Title/Author:	Measuring Self-Efficacy Development in Drumming Skills and Social-Emotional Learning: Do the Sources of Self-Efficacy Beliefs Change in Level of Influence or Constitution with More Task Experience (Measured Quantitatively)? What Are the Main Cognitive Outcomes as Understood by the Students Themselves Qualitatively?/
Author:	Lashley, Yorel.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	100 p.
Notes:	Source: Dissertations Abstracts International, Volume: 79-11, Section: A.
Contained By:	Dissertations Abstracts International79-11A.
Subject:	Art education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10821720
ISBN:	9780355946772

Measuring Self-Efficacy Development in Drumming Skills and Social-Emotional Learning: Do the Sources of Self-Efficacy Beliefs Change in Level of Influence or Constitution with More Task Experience (Measured Quantitatively)? What Are the Main Cognitive Outcomes as Understood by the Students Themselves Qualitatively?
Lashley, Yorel.

Measuring Self-Efficacy Development in Drumming Skills and Social-Emotional Learning: Do the Sources of Self-Efficacy Beliefs Change in Level of Influence or Constitution with More Task Experience (Measured Quantitatively)? What Are the Main Cognitive Outcomes as Understood by the Students Themselves Qualitatively? - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 100 p.

Source: Dissertations Abstracts International, Volume: 79-11, Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2018.

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

Providing opportunities for students to develop and practice building healthy ways of interacting and self-regulating (discipline), finding a sense of belonging (community) and benefiting from meaningful opportunities for contribution (leadership) are established elements of successful learning environments, and thus, requisite for learning. Seminally, Albert Bandura recognized learning contexts not as mere spatial environments and social expectations, but also as student and teacher internal personal beliefs, behaviors/cognitive patterns and expectations about their abilities: self-efficacy. Bandura identified four main sources of efficacy beliefs: enactive mastery experiences, vicarious experiences, verbal persuasion and physiological affective states , and found enactive mastery experience to be the most influential. However, the cognitive processes informing self-efficacy and the sub-processes involved in how and when the four sources inform efficacy beliefs have largely been ignored. This study used a West African drumming program (Drum Power) as learning context to assess and measure changes and development over time in both A) drumming skill self-efficacy and socio-emotional self-efficacy skill (community, leadership & discipline) and B) the four sources informing efficacy beliefs. Development was assessed quantitatively through new self-report surveys and assessed qualitatively through interview responses honing in on student experiences and program impact in even greater depth. Results, 1) showed growth over time in drumming skill and social-emotional skill efficacy, 2) showed enactive mastery to be the most influential source of efficacy beliefs, and 3) revealed Drum Power instructional practices as a more broadly applicable model for affective teacher instructional practice. Participants represent previously under-researched populations: ethnically diverse students in grades 3-12 including people of color, mirroring typical current public school demography mid-sized cities in the United States.

ISBN: 9780355946772Subjects--Topical Terms:

547650
Art education.

Measuring Self-Efficacy Development in Drumming Skills and Social-Emotional Learning: Do the Sources of Self-Efficacy Beliefs Change in Level of Influence or Constitution with More Task Experience (Measured Quantitatively)? What Are the Main Cognitive Outcomes as Understood by the Students Themselves Qualitatively?
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245 1 0 $a Measuring Self-Efficacy Development in Drumming Skills and Social-Emotional Learning: Do the Sources of Self-Efficacy Beliefs Change in Level of Influence or Constitution with More Task Experience (Measured Quantitatively)? What Are the Main Cognitive Outcomes as Understood by the Students Themselves Qualitatively?
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500 $a Source: Dissertations Abstracts International, Volume: 79-11, Section: A.
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502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2018.
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520 $a Providing opportunities for students to develop and practice building healthy ways of interacting and self-regulating (discipline), finding a sense of belonging (community) and benefiting from meaningful opportunities for contribution (leadership) are established elements of successful learning environments, and thus, requisite for learning. Seminally, Albert Bandura recognized learning contexts not as mere spatial environments and social expectations, but also as student and teacher internal personal beliefs, behaviors/cognitive patterns and expectations about their abilities: self-efficacy. Bandura identified four main sources of efficacy beliefs: enactive mastery experiences, vicarious experiences, verbal persuasion and physiological affective states , and found enactive mastery experience to be the most influential. However, the cognitive processes informing self-efficacy and the sub-processes involved in how and when the four sources inform efficacy beliefs have largely been ignored. This study used a West African drumming program (Drum Power) as learning context to assess and measure changes and development over time in both A) drumming skill self-efficacy and socio-emotional self-efficacy skill (community, leadership & discipline) and B) the four sources informing efficacy beliefs. Development was assessed quantitatively through new self-report surveys and assessed qualitatively through interview responses honing in on student experiences and program impact in even greater depth. Results, 1) showed growth over time in drumming skill and social-emotional skill efficacy, 2) showed enactive mastery to be the most influential source of efficacy beliefs, and 3) revealed Drum Power instructional practices as a more broadly applicable model for affective teacher instructional practice. Participants represent previously under-researched populations: ethnically diverse students in grades 3-12 including people of color, mirroring typical current public school demography mid-sized cities in the United States.
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