A Self-Leadership Model to Enhance Vocal Music Students’ Self-Efficacy at University in Hunan Province, China

Abstract

Background and Aims: Vocal music performance is the expression of talent and ability through public exhibition and focuses on the human voice as the major component. It requires training and development of self-efficacy to achieve the best results. Self-leadership and self-efficacy are related concepts that both play important roles in personal and professional development. Self-leadership can enhance self-efficacy in vocal music students by assisting in the setting of goals and maintaining motivation to overcome obstacles. This study aimed to develop a model of self-leadership to enhance the self-efficacy of vocal music students. Material and Methods: The research design was a sequential exploratory mixed-methods design that combined both qualitative and quantitative methods to develop an instrument that was used to collect data from the target population. The population for this study was vocal music students from four universities in Hunan. The sample size was 1,009 students. Results: Findings showed that the students’ levels of self-leadership and self-efficacy were overall, at a low level. A multiple regression analysis was conducted to find the significant self-leadership strategies. Predictor variables of self-efficacy were successful foresight (r=.31, p<.001), self-goal setting (r=.24, p<.001), belief hypothesis evaluation (r=.25, p<.001), self-punishment (r=.27, p<.001), self-observation (r=.24, p<.001), and natural reward (r=.23, p<.001). A theoretical model was developed from the findings and validated by experts. Conclusions: Increasing self-leadership in vocal music students can help them to take charge of their musical development and help them to become more confident, motivated, and independent.