Self-efficacy in musical performance: Towards humanising processes in assessment of learning

Abstract

Curriculum focused on music should consider stage music anxiety because its presence inhibits self-efficacy. This study aims as objective to explore pedagogical strategies that influence self-efficacy in primary school students. A qualitative design is used through a constant comparative method, having the participation of a purposive sample comprised of three school music teachers. Data were collected through interviews and no-participant observation. Results display that, even when teachers try to promote self-efficacy, stage music anxiety prevails in students' mindsets. In conclusion, it is imperative to prepare teachers in matters of self-efficacy, motivation and anxiety from a humanizing perspective. Some implications are proposed.