The Effect of Coping Verses Mastery Models on the Level of Self-Efficacy for Self-Regulated Music Learning, Self-Efficacy for Classical Guitar Playing and Guitar Achievement for Undergraduate Non-Music Majors

Abstract

The purpose of this study was to investigate the effects of learning via mastery versus coping models on self-efficacy for self-regulated music learning, self-efficacy for classical guitar performance, and achievement in classical guitar performance. A secondary purpose of this study addressed the extent to which these three variables were correlated. The sample consisted of 86 undergraduate non-music majors recruited from two beginning guitar courses at a large Canadian university who reported limited previous experience with playing the guitar. Achievement in classical guitar performance was measured using the researcher-constructed Classical Guitar Performance Rating Scale. Data regarding participants’ self-efficacy for self-regulated music learning and self-efficacy for classical guitar performance were collected using two researcher-constructed scales. Internal reliability coefficients for the two efficacy measures were high (\u3e .90). Internal reliability coefficients for the performance achievement measures ranged from poor (.59) to fair (.72). Interjudge reliability coefficients for the achievement measure were very high (\u3e .95). Participants were randomly assigned to a coping or mastery model instructional condition and received eight instructional video model treatments, once per week over an eight-week time span. Participants performed a 16-measure classical guitar piece after a two-week orientation period and at the conclusion of the eight-week intervention period. Participants completed the Self-Efficacy for Self-Regulated Musical Learning Scale and the Self-Efficacy for Classical Guitar Performance Rating Scale at the outset of the study. These measures were administered again following the eight-week intervention. Results showed that self-efficacy for self-regulated learning significantly increased following exposure to the video model intervention. A significant interaction effect was found for the pre-and postinstruction self-regulated learning sub-dimension of self-instruction with the coping condition demonstrating significantly greater pre-to posttest gains than the mastery condition. Significant main effects for time and condition were found on the self-efficacy for classical guitar performance scale, however no significant interaction effect was obtained. No significant interaction effect was found for the performance achievement variable. Many significant correlations were found between participant experience variables and pre- and posttest scale results. The strongest correlation (r=.75) was between efficacy for self-regulated learning and efficacy for performance at posttes