The Effect of Group Composition on Student Musical Self-Efficacy in the Middle School String Classroom

Abstract

The purpose of this study was to determine the effect of group composition on student musical self-efficacy in the middle school string classroom. Middle school string students (N = 73) participated in a group composition curricular unit. Student’s self-efficacy scores were collected, using a one-group, pre-test-post-test experimental design. Composition in this study was focused in the group setting, using a Theme and Variations form. The Self-Esteem of Musical Ability (SEMA) scale was adapted from prior research (Schmitt, 1977; Randles, 2010; Zelenak, 2011) and was used to measure student self-efficacy before and after the composition project. A musical background survey (MBS) about student’s musical and compositional experiences was administered, and a Post Composition Project Survey (PCPS) was also used. The research questions were: 1. How does participating in a group composition activity influence student musical self-efficacy? 2. How do selected variables (grade level, past musical experiences, gender) interact with the influence of a group composition activity on students’ musical self-efficacy? 3. What is the relationship between Composition Satisfaction Score and musical self-efficacy score?