國立虎尾科技大學 |

Why can't I sing : = The impact of self-efficacy enhancing techniques on student self-efficacy beliefs.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Why can't I sing :/
其他題名:	The impact of self-efficacy enhancing techniques on student self-efficacy beliefs.
作者:	Moss Long, Ilse-Renee.
面頁冊數:	1 online resource (204 pages)
附註:	Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.
標題:	Music education. -
電子資源:	click for full text (PQDT)
ISBN:	9781339929781

Why can't I sing : = The impact of self-efficacy enhancing techniques on student self-efficacy beliefs.
Moss Long, Ilse-Renee.

Why can't I sing :The impact of self-efficacy enhancing techniques on student self-efficacy beliefs. - 1 online resource (204 pages)

Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.

Thesis (D.M.A.)--Boston University, 2016.

Includes bibliographical references

Research indicates that music teachers generally did not nurture student self-efficacy beliefs for musical performance, suggesting three possible reasons. It might be that teachers lack knowledge about self-efficacy, do not have a valid or reliable method to evaluate or measure student self-efficacy, or possess insufficient strategies for developing self-efficacy beliefs (Zelenak, 2011a). In light of these findings, Zelenak (2011a) developed the Music Performance Self-Efficacy Scale (MPSES) (see Zelenak, 2011b) to provide teachers a way to measure the strengths and/or weaknesses of the four sources of self-efficacy information as reported by their students in relation to music performance.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781339929781Subjects--Topical Terms:

1179893
Music education.
Index Terms--Genre/Form:

554714
Electronic books.

Why can't I sing : = The impact of self-efficacy enhancing techniques on student self-efficacy beliefs.
LDR:03732ntm a2200361K 4500 001 913422
005 20180618095017.5
006 m o u
007 cr mn||||a|a||
008 190606s2016 xx obm 000 0 eng d
020 $a 9781339929781
035 $a (MiAaPQ)AAI10135045
035 $a (MiAaPQ)bu:12177
035 $a AAI10135045
040 $a MiAaPQ $b eng $c MiAaPQ
100 1 $a Moss Long, Ilse-Renee. $3 1186265
245 1 0 $a Why can't I sing : $b The impact of self-efficacy enhancing techniques on student self-efficacy beliefs.
264 0 $c 2016
300 $a 1 online resource (204 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.
500 $a Adviser: James S. Imhoff de Tarr.
502 $a Thesis (D.M.A.)--Boston University, 2016.
504 $a Includes bibliographical references
520 $a Research indicates that music teachers generally did not nurture student self-efficacy beliefs for musical performance, suggesting three possible reasons. It might be that teachers lack knowledge about self-efficacy, do not have a valid or reliable method to evaluate or measure student self-efficacy, or possess insufficient strategies for developing self-efficacy beliefs (Zelenak, 2011a). In light of these findings, Zelenak (2011a) developed the Music Performance Self-Efficacy Scale (MPSES) (see Zelenak, 2011b) to provide teachers a way to measure the strengths and/or weaknesses of the four sources of self-efficacy information as reported by their students in relation to music performance.
520 $a The theoretical framework for this study draws from Bandura's (1986) construct of self-efficacy, a derivative of social cognitive theory, which is based upon the interactive relationship among behavior, cognitive factors, and environmental influences, with forethought as a crucial factor. The purposes of this study were to discover to what extent the teaching experiences, education, and self-efficacy beliefs of teachers influenced student self-efficacy beliefs, and to discover to what extent student self-efficacy beliefs changed between pretest and posttest with teacher intervention of using self-efficacy enhancing teaching methods in the classroom.
520 $a Participants were currently enrolled music students in middle or high school (N = 242) and their respective music teachers ( N = 5) in one school district in West Virginia. Results were compared according to the students' grade level as well as to the teachers' teaching experiences, educational backgrounds, teachers' reported self-efficacy beliefs, and teacher intervention. Due to small teacher sample, the current findings cannot be generalized.
520 $a Analysis of raw score data provided some insight into whether the independent variables affected the students' pretest and posttest MPSES scores. All student participants' scores improved from the pretest to the posttest, with the greatest changes being found in the teachers' years of experience, educational background, and teacher self-efficacy categories; however, the statistical analysis of the data was found not to be significant. Future studies, especially those including qualitative data from teachers' classroom experiences, would provide a wealth of knowledge for continued research on how music teachers can help nurture their students' music performance self-efficacy beliefs.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Music education. $3 1179893
650 4 $a Educational psychology. $3 555103
655 7 $a Electronic books. $2 local $3 554714
690 $a 0522
690 $a 0525
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Boston University. $b Music Education. $3 1179929
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10135045 $z click for full text (PQDT)