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Nesta dissertação é apresentado o quadro teórico referente aos conceitos das crenças de autoeficácia e do desempenho musical. Seguidamente são expostos dois estudos empíricos que têm como objetivo a análise das crenças de autoeficácia dos alunos de música do 2º ciclo do Ensino Básico.
No estudo I pretendemos adaptar um instrumento de avaliação, para a língua portuguesa e para a faixa etária específica. 124 alunos de música completaram a escala, relatando as suas crenças de autoeficácia para o desempenho musical. As análises demonstraram que o instrumento revela um bom nível de alfa de Cronbach, = .79. A Análise Fatorial Exploratória mostrou que se extrai um único fator, a explicar 33.96% da variância.
No estudo II foi avaliado o nível das crenças de autoeficácia, e o desempenho musical, de 288 alunos de música. Foi analisada a correlação entre as duas variáveis e foram examinadas as diferenças relativamente às diferentes variáveis moderadoras: género, experiência, instrumento musical e ano de escolaridade. Verificamos que, nesta amostra, os alunos evidenciam crenças de autoeficácia elevadas e que estas crenças tendem a estar associadas ao desempenho musical. Aparentemente, os alunos com crenças de autoeficácia mais elevadas tendem a apresentar melhores desempenhos musicais. As análises demonstraram diferenças estatisticamente significativas entre os diferentes sub-grupos de instrumentos musicais, como também entre os sexos. A literatura científica tem revelado, que as crenças de autoeficácia exercem impacto no desempenho musical de várias formas, destacando-se entre elas o uso de estratégias autorregulatórias. À semelhança de estudos anteriores, os resultados desta investigação sugerem a presença de outras variáveis, nomeadamente da autorregulação, que podem estar a mediar a correlação entre a autoeficácia e o desempenho musical.
Finalmente, as implicações práticas e as direções para estudos futuros são discutidas no capítulo final.
This dissertation begins with an exposition of a theoretical framework regarding concepts of self-efficacy beliefs and further, their influence and relationship to musical performance itself. Secondly, two researches are going to be presented, examining the self-efficacy beliefs of preadolescent music students. In the first research we aimed to adapt a tool, assessing self-efficacy for musical performing, to the Portuguese language and to the specific age of the subjects. 124 music students completed the research items regarding their self-efficacy beliefs for musical performing. The scale produced a good level of Cronbach's alpha = .79. The exploratory factor analysis confirmed a single factor, explaining the 33.96% of the variance. The second research measured the level of self-efficacy beliefs of 288 students, followed by an assessment of their musical performance. The correlation between the two variables was examined, and the differences were studied, taking in account the different moderating variables: gender, experience, musical instrument and grade. As a final result, we found that in our research sample, students reported high self-efficacy beliefs. Further we found that these beliefs tend to be associated with musical performance. It appears that students with higher self-efficacy beliefs tend to give better musical performances. Our analysis showed statistically significant differences between the different sub-groups of musical instrumentalists, as well as a difference between genders. The scientific literature has revealed that self-efficacy beliefs affect the performance in various ways, foremost among them the use of self-regulatory strategies. In the same way, the results found in this study suggest that other variables, like the self-regulation, may mediate the correlation between self-efficacy and musical performance. Further practical implications and possible directions for future studies, arising as a result of the findings presented, are discussed in the final chapter.
This dissertation begins with an exposition of a theoretical framework regarding concepts of self-efficacy beliefs and further, their influence and relationship to musical performance itself. Secondly, two researches are going to be presented, examining the self-efficacy beliefs of preadolescent music students. In the first research we aimed to adapt a tool, assessing self-efficacy for musical performing, to the Portuguese language and to the specific age of the subjects. 124 music students completed the research items regarding their self-efficacy beliefs for musical performing. The scale produced a good level of Cronbach's alpha = .79. The exploratory factor analysis confirmed a single factor, explaining the 33.96% of the variance. The second research measured the level of self-efficacy beliefs of 288 students, followed by an assessment of their musical performance. The correlation between the two variables was examined, and the differences were studied, taking in account the different moderating variables: gender, experience, musical instrument and grade. As a final result, we found that in our research sample, students reported high self-efficacy beliefs. Further we found that these beliefs tend to be associated with musical performance. It appears that students with higher self-efficacy beliefs tend to give better musical performances. Our analysis showed statistically significant differences between the different sub-groups of musical instrumentalists, as well as a difference between genders. The scientific literature has revealed that self-efficacy beliefs affect the performance in various ways, foremost among them the use of self-regulatory strategies. In the same way, the results found in this study suggest that other variables, like the self-regulation, may mediate the correlation between self-efficacy and musical performance. Further practical implications and possible directions for future studies, arising as a result of the findings presented, are discussed in the final chapter.
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Keywords
Crenças de autoeficácia Desempenho musical 2º ciclo do ensino básico Self-efficacy beliefs Musical performance 5th and 6th grade of primary education