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The study examined whether a positive self-review self-modeling approach improves musician self-efficacy, using practice journals and semi-structured interviews with six adolescent pianists. Findings show mastery experience as the strongest driver; observing similarly skilled models, positive feedback, and calm or focused states increase self-efficacy, while advanced-model observation, negative comparisons, anxiety, distraction, and fatigue reduce it.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-impact-of-the-four-sources-of-efcacy-on-adolescent-musicians-within-a-self-modeling-intervention/599977/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-impact-of-the-four-sources-of-efcacy-on-adolescent-musicians-within-a-self-modeling-intervention/599977.png","ImageObject",300,407,{"name":92,"@type":93},"nayy☆","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the main purpose of the six-week self-modeling intervention study?","Question",{"text":112,"@type":113},"To examine how Bandura’s four sources of efficacy influence self-efficacy beliefs in adolescent musicians and whether a positive self-review self-modeling intervention improves musician self-efficacy.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which factor was found to have the strongest impact on self-efficacy beliefs?",{"text":117,"@type":113},"Mastery experience was identified as the most influential source on self-efficacy beliefs in young musicians.",{"name":119,"@type":110,"acceptedAnswer":120},"How do the four sources affect self-efficacy differently in this study?",{"text":121,"@type":113},"Observing similarly skilled models, receiving positive feedback, and feeling calm or focused increase self-efficacy, whereas observing advanced models, making negative comparisons, and experiencing anxiety, distraction, or fatigue decrease it. The self-modeling video also increased self-efficacy when participants liked and related to it or used it to improve performance.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599977,1792673521,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893153,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Contributions to Music Education Vol. 45 (2020), pp. 205-236.  \nERIN MACAFEE  \nUniversity of Ottawa GILLES COMEAU University of Ottawa  \nThe Impact of the Four Sources of Efficacy on Adolescent Musicians within a Self-Modeling Intervention  \nThe purpose of this study was to investigate how Bandura’s (1977) four sources of efficacy influence self-efficacy beliefs in adolescent musicians during a six-week self-modeling intervention. The study also explored the effects of a positive self-review self-modeling intervention on musician self-efficacy. Practice journals and semi-structured interviews were used to collect data from six adolescent pianists. Results indicate that mastery experience was most influential on self-efficacy beliefs in young musicians. Observing similarly skilled models, receiving positive feedback, and feeling calm or focused prior to performance increased self-efficacy in participants, while observing advanced models, making negative comparisons, and feeling anxious, distracted, or fatigued decreased self-efficacy. These results provide music teachers with several practical strategies that may facilitate stronger self-efficacy beliefs in students. Additionally, the self-modeling video increased selfefficacy when participants liked and related to their video or used the video to facilitate performance improvements. Music teachers can explore using both the performance and strategic functions of self-modeling videos as a possible tool to enhance self-efficacy in young musicians.  \nKeywords: self-efficacy, self-modeling, young musicians, sources of self-efficacy, music education  \nContributions to Music Education  \nIntroduction  \nFrom a young age, music students are asked to perform in concerts, performance exams, and other high-pressure situations and the stress of performance can cause young musicians to experience music performance anxiety (MPA)(Boucher & Ryan, 2011; Patston & Osborne, 2016) . Various factors can affect MPA, including gender (Rae & McCambridge, 2004), experience (Boucher & Ryan, 2011), and a student’s belief in their ability to perform well (Hendricks, Smith, & Legutki, 2015). As research suggests that musicians with higher self-efficacy beliefs experience less MPA (McPherson & McCormick, 2006), then providing students with strategies meant to enhance self-efficacy may also indirectly benefit MPA. This study explored the extent that self-modeling, a popular athletic intervention (Clark & Ste-Marie, 2007; Ste-Marie, Vertes, Rymal, & Martini, 2011), affects self-efficacy beliefs in young musicians.  \nDefining Self-Efficacy in Music  \nSelf-efficacy is defined as the degree that people believe in their abilities to perform behaviors necessary for the successful completion of a task (Bandura, 1982). According to self-efficacy theory (Bandura, 1977), personal expectations of efficacy are task-specific and based on four sources of information: enactive mastery experiences, vicarious experiences, verbal persuasion, and physiological or affective states. Enactive mastery experiences represent one’s perceived successor failure of past experiences and are thought to have the strongest influence on self-efficacy. Repeated successes can develop strong efficacy expectations, reducing the negative impact of occasional failures. Vicarious experience information comes from observing others’ behaviors. Watching other people perform tasks without negative consequences can increase one’s belief that they can perform similar tasks with equal success.  \nHowever, since vicarious experience relies on inferences from social comparison, this source can be less dependable and more vulnerable to change compared to mastery experiences (Bandura, 1977, 1997) . Verbal persuasion refers to feedback from others, where positive reinforcements and negative criticisms can alternately raise or lower efficacy expectations. While efficacy beliefs based on verbal persuasion are weaker than those based on personal experiences, verbal feedback can persuade people","cbCaia5U3kggzqxr","https://ap.wps.com/l/cbCaia5U3kggzqxr","pdf",231138,32,"English","# Introduction\n## Defining Self-Efficacy in Music","[{\"question\":\"What was the main purpose of the six-week self-modeling intervention study?\",\"answer\":\"To examine how Bandura’s four sources of efficacy influence self-efficacy beliefs in adolescent musicians and whether a positive self-review self-modeling intervention improves musician self-efficacy.\"},{\"question\":\"Which factor was found to have the strongest impact on self-efficacy beliefs?\",\"answer\":\"Mastery experience was identified as the most influential source on self-efficacy beliefs in young musicians.\"},{\"question\":\"How do the four sources affect self-efficacy differently in this study?\",\"answer\":\"Observing similarly skilled models, receiving positive feedback, and feeling calm or focused increase self-efficacy, whereas observing advanced models, making negative comparisons, and experiencing anxiety, distraction, or fatigue decrease it. The self-modeling video also increased self-efficacy when participants liked and related to it or used it to improve performance.\"}]","The Impact of the Four Sources of Efficacy on Adolescent Musicians within a Self-Modeling Intervention | PDF",1792089797,81]