Students' attributions of sources of influence on self-perception in solo performance in music

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

The purpose of this study was to explore university students' attributions of sources of influence on their Perceived Control beliefs in relation to solo performance in music. Drawing on data collected in semi-structured interviews, the paper outlines three principal sources of influence; assessment, previous performance experiences, and significant others (most particularly the peer group and the solo performance tutor). Students described a variety of ways in which these sources of influence were believed to shape and inform how they view themselves in terms of ability, confidence and work-rate, and the paper explores the significance of these attributions for those involved in the delivery and management of music programmes in the higher education sector. Attention is drawn in particular to the contrasting experiences of musicians from varying traditions and genres of music, and to the highly significant influence of the peer group upon self-perception as a performer.
LanguageEnglish
Pages42-58
Number of pages16
JournalResearch Studies in Music Education
Volume22
Issue number2004
Publication statusPublished - Jun 2004

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self-image
attribution
music
peer group
performance
student
musician
tutor
genre
experience
confidence
university
ability
interview
management
Solo
Self-perception
Music
Attribution
education

Keywords

  • education
  • self-perception
  • solo performance
  • music education

Cite this

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Students' attributions of sources of influence on self-perception in solo performance in music. / Hewitt, Allan.

In: Research Studies in Music Education, Vol. 22, No. 2004, 06.2004, p. 42-58.

Research output: Contribution to journalArticle

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AB - The purpose of this study was to explore university students' attributions of sources of influence on their Perceived Control beliefs in relation to solo performance in music. Drawing on data collected in semi-structured interviews, the paper outlines three principal sources of influence; assessment, previous performance experiences, and significant others (most particularly the peer group and the solo performance tutor). Students described a variety of ways in which these sources of influence were believed to shape and inform how they view themselves in terms of ability, confidence and work-rate, and the paper explores the significance of these attributions for those involved in the delivery and management of music programmes in the higher education sector. Attention is drawn in particular to the contrasting experiences of musicians from varying traditions and genres of music, and to the highly significant influence of the peer group upon self-perception as a performer.

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