String teachers and scholars have suggested that classically-trained students may
be motivated to engage in eclectic (e.g., rock, pop, jazz, groove, folk) styles. However,
we do not fully understand the ways in which students’ motivations to engage in new
musics might be influenced by their perceptions of competence in those styles. In this
mixed-method study we draw upon quantitative, qualitative, and arts-based data from 120
middle and high school students at two camps (one emphasizing classical music, the
other emphasizing eclectic styles), to explore various ways in which students develop
self-efficacy beliefs and motivation to perform in a variety of musical approaches.
According to analysis of all data, students at both camps generally expressed having
positive musical and social experiences. Negative experiences, while less common,
stemmed from confusion or frustration with music learning, boredom with music that was
too easy or not interesting, and competitive comparison with others. Based on findings
from qualitative and arts-based data, we suggest that these students may have benefitted
from additional teacher support when encountering new musical technique
