Impacto das crenças de autoeficácia no desempenho dos alunos de música

  • Katerina Mikusova (Student)

Student thesis: Master's Thesis


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.
Date of Award10 Dec 2013
Original languagePortuguese
Awarding Institution
  • Universidade Católica Portuguesa
SupervisorLurdes Veríssimo (Supervisor)


  • Self-efficacy beliefs
  • Musical performance
  • 5th and 6th grade of primary education


  • Mestrado em Ensino da Música

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