Self-efficacy and piano performance: An investigation.

Articles in Press

Document Type : Original Article

Authors

1 Master's degree in Classical Music Performance, Faculty of Music, Iran University of Art

2 Assistant Professor, Department of World Music, Iran University of Art,, Iran

3 PhD student in Educational Psychology, Department of Educational Psychology and Personality, Science and Research Branch, Islamic Azad University, Tehran, Iran

10.30480/dam.2025.5866.1997

Abstract

This research explores the relationship between self-efficacy and piano performance among music students in Iran, emphasizing the role of self-efficacy as a psychological construct that significantly influences learning and performance outcomes.
The study also aimed to examine gender differences in self-efficacy and performance, and to provide actionable insights for educators and policymakers in music education.
Results revealed a moderate positive correlation (r = 0.424) between self-efficacy and piano performance, with statistical significance at p < 0.01. Regression analysis indicated that approximately 18% of the variance in piano performance could be explained by self-efficacy beliefs. This finding highlights self-efficacy as a significant predictor of piano performance, suggesting that students who believe in their abilities are more likely to achieve higher levels of proficiency in playing.
The study also examined gender differences in self-efficacy and performance using independent samples t-tests. No significant differences were found between male and female participants in either variable, suggesting that gender does not play a moderating role in this context. This aligns with some previous studies (Dempsey & Comeau, 2019; Onyenye, 2021) while contradicting others (Egilmez, 2015).
In conclusion, this research underscores the vital role of self-efficacy in enhancing piano performance among students. By fostering positive self-beliefs through targeted interventions and supportive teaching practices, educators can significantly contribute to their students' musical development and academic success. The findings advocate for a greater focus on psychological constructs like self-efficacy within music education programs to improve student outcomes and promote resilience in learning.

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