Abstract
The explanatory capacity of self-efficacy on achievement has made it one of the main psychological constructs on the field of educational research. Perceptions of self-efficacy become more relevant, if possible, in musical education whose purpose is professional practice and in the end public performance. Music performance anxiety, for its part, has been studied in numerous investigations, finding itself responsible for academic failure and even dropping out the musical career. Both constructs are related and influence the attainment of achievement. This study reveals the relationship between these two constructs, obtaining inversely proportional correlations between the factors musical self-efficacy for performing and vulnerability and stage anxiety cognitions of music performance anxiety; delving into the knowledge of both constructs are also observed differences according to sex. The results obtained provide the necessary evidence to deepen the knowledge of the variables that lead to musical achievement.
Highlights
The explanatory capacity of self-efficacy on achievement has made it one of the main psychological constructs on the field of educational research
This study reveals the relationship between these two constructs, obtaining inversely proportional correlations between the factors musical self-efficacy for performing and vulnerability and stage anxiety cognitions of music performance anxiety; delving into the knowledge of both constructs are observed differences according to sex
The results obtained provide the necessary evidence to deepen the knowledge of the variables that lead to musical achievement
Summary
La muestra está formada por 119 estudiantes de Conservatorios Superiores de Música de la Comunidad Valenciana de los cuales el 59.7% son hombres y el 40.3% mujeres. Materiales La recogida de datos se ha llevado a cabo mediante un dosier de cuestionarios que incluye una batería de preguntas relacionadas con datos socio-demográficos y pedagógicos así como los cuestionarios de autoeficacia musical para el aprendizaje y la interpretación de Ritchie y Williamon (2007) adaptados y validados para la población española por Cuartero (2016). En la variable ansiedad escénica, el factor indefensión obtiene un 18.5% de encuestados con puntuaciones por encima de la desviación típica de la media real. 719; p = .000) y entre los factores indefensión y cogniciones de la variable ansiedad escénica (r = .558; p = .000) (Tabla 1). El factor contexto de la variable ansiedad escénica no correlaciona con ninguno de los factores incluidos en el análisis
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
