Enhancing Learning Efficacy for Chinese Undergraduates Majoring in Music — A Constructive Approach

Abstract

In 1977, the American psychologist Albert Bandura first proposed the concept of Self-efficacy. Once proposed, this concept has had an impact on several research fields. In the field of music learning, self-efficacy, as the intrinsic psychological motivation in the process of music learning, is an important factor affecting students' music learning. This paper examines the self-efficacy status of undergraduates majoring in Music in China using both quantitative and qualitative approaches. Based on the results of 50 questionnaires and 6 interviews, this study further proposed possible strategies to enhance students' self-efficacy from a constructivist approach. Constructivism learning theory emphasizes the dynamic nature of knowledge, the richness and difference of students' experience, and the active construction of learning, social interaction and situation, which has certain theoretical value and practical significance for college music education. This paper is expected to provide future researchers and educators in music education with research-driven theoretical support on how to facilitate undergraduates' music learning.