METHODOLOGY FOR MEASURING THE SELF-EFFICACY OF STUDENT MUSICIANS: A REVIEW OF WORLD LITERATURE AND ADAPTATION IN UKRAINIAN

Abstract

Purpose of the research. The purpose is to review the scientific literature on the validation of the General Musical Self-Efficacy Scale by L. Ritchie and A. Williamon, as well as to adapt the Music Performance Self-Efficacy Scale by M. Zelenak in Ukrainian. Research methodology. A comprehensive approach was used, combining general scientific methods of analysis and generalisation, systematisation and comparison, as well as methods of adapting M. Zelenak’s Music Performance Self-Efficacy Scale into Ukrainian and partially modifying its structure. Scientific novelty.  This is the first time that the methodology for measuring the self-efficacy of student musicians has been adapted in Ukrainian, and its structural modification has been provided. Conclusions. Since M. Zelenak’s original methodology uses a disproportionate number of questions on various factors of self-efficacy, which may upset the balance of their weight, we left five questions for each factor in the self-efficacy measurement methodology. For the factor “Experience of successful performances,” the list of questions was reduced from eight to five. Redundant questions were removed, as the items on “complex” and “simple” music are subjective, and their removal does not reduce the informativeness, since the fact of a successful performance already implies working with material of a certain complexity. The question about “overcoming challenges through hard work,” which duplicates the content of the point about “using a practice routine to prepare for performances,” has been removed.  Under the factor “Social Support,” we removed the question “I have met or exceeded other people’s expectations of being a good musician for someone my age,” because the concept of a ‘good musician of a certain age’ is vague and can be interpreted in very different ways depending on the preferences of a given person. Additionally, the question regarding “the expectations of others” assesses social conformity rather than personal confidence in one’s performing abilities. It was concluded that, to increase musicians’ self-efficacy, educators should involve them in activities that correlate with Bandura’s four factors of self-efficacy.