Retuning music teaching: Online music tutorials preferences as predictors of amateur musicians’ music self-efficacy in informal music learning

Abstract

Music self-efficacy has been acknowledged as a strong predictor of successful performance among musicians and music students, but is less researched among amateur musicians. The purpose of this study is to examine the connection between music self-efficacy and learning and playing habits of amateur musicians who had preferences for online music tutorials as an informal learning technique. Two hundred and twenty-two amateur musicians completed four research questionnaires: (a) a general background questionnaire including learning and playing habits, (b) music self-efficacy, (c) self-esteem, and (d) online music tutorials users’ preferences, which distinguish between autonomy online music tutorials (fostering independent learners, incorporating context, and background) and dependent online music tutorials (offering mainly imitation options and providing little further knowledge). The results of the study supported the hypotheses, which predicted high music self-efficacy to be associated with the use of autonomy online music tutorials, co-playing, studying with a teacher, and self-esteem, and low music self-efficacy to be associated with the use of dependent online music tutorials. As music self-efficacy is crucial for students’ learning processes, we argue that music educators could refer students to optimal use of online music tutorials, thus fostering autonomous learners. Further research is required for clarifying the impact of personal characteristics and playing habits among amateur musicians on their music self-efficacy.

Music self-efficacy predicted by self-esteem, grit, and (in)formal learning preferences among amateur musicians who use online music tutorials

“…It should be stressed that the present study was conducted in the midst of the Covid-19 pandemic, when people were isolated for several periods during the year that affected their ability to study music with a teacher face-to-face. Unlike former studies that showed prediction of high MSE among music students who study with a teacher (Clark, 2013; Harpaz & Vaizman, 2021; Vaizman & Harpaz, 2022), the present study’s results were not replicated. A possible explanation for this might be the absence of a continuous learning routine throughout the year and during data collection.…”

“…Girgin raises a possible explanation for these findings, negating the usually indicated positive relations, stating they may be due to the cultural gap between the study participants and those on which the existing literature is based. Yet, recent studies indicated that participants’ nationality is not correlated with their MSE (Harpaz & Vaizman, 2021; Vaizman & Harpaz, 2022). Thus, correlation between self-esteem and MSE still requires further clarification.…”

“…For some OMT users, the informal online learning environment is an available community, presenting techniques important for lifelong music playing (Waldron & Veblen, 2009). Previous studies have indicated a link between practicing behaviors, personal motivations, and performance among musicians (Miksza et al, 2016), while taking part in co-playing communities was found to be contributive to one’s MSE (Harpaz & Vaizman, 2021; Vaizman & Harpaz, 2022). Co-playing communities raise enthusiasm toward playing and amateur musicians use them as a social forum and a stress reliever (Pitts et al, 2015).…”