Measuring Self-efficacy in Music Ensemble class in Secondary School: A Cross-Sectional Study

Introduction: Self-efficacy beliefs play an important role in music performance and learning. Despite their importance, few studies have examined self-efficacy in secondary school music students, particularly in ensemble settings. This study aims to explore and measure the self-efficacy levels of secondary school music students participating in ensemble classes. Methods: A total of 188 students from the 2nd and 3rd year Compulsory Secondary education participated in the study as part of a school project. To assess their self-efficacy, the Music Performance Self-Efficacy Scale (MPSES) was administered. The results were compared to established reference values for these subscales. Results: The findings indicated that (a) the participants' self-efficacy scores were significantly lower than the reference values, (b) significant differences in self-efficacy were observed between 2nd and 3rd-year students in two of the subscales, particularly in terms of group interaction and preparation, and (c) no significant gender differences were found. Conclusion: This study contributes to a deeper understanding of self-efficacy in music education, particularly in secondary school ensemble settings, and highlights areas for further research and intervention to improve students' musical confidence and performance skills.