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

Autores/as

DOI:

https://doi.org/10.31637/epsir-2026-2151

Palabras clave:

self-efficacy, secondary school, ensemble, music education, music performance, student confidence

Resumen

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.

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Biografía del autor/a

Francisco Veniel Martí, Universitat de València

Doctor in Music Education from the University of Valencia (Spain). With extensive experience in teaching at secondary school, sixth form and university level, his research focuses on teaching and learning processes applied to music. He is a member of the iMUSED (UV) research group and is regularly invited to Goldsmiths University in London to carry out various collaborative projects. He is currently employed as a researcher by the University of Valencia on the CPI-24-140 project on soundscape as a context for interdisciplinary learning. He also teaches at Florida Universitària in the Primary and Early Childhood Education Degree programmes.

Ana María Botella Nicolás, Universitat de València

Doctor of Education and graduate in Musicology. With a solid background in music and teaching, she has worked in secondary schools and universities, and has supervised theses, master's theses and final degree projects. She is the author of more than 100 scientific articles, with two six-year periods of research and two five-year periods of teaching. She coordinates the iMUSED group and leads R&D&I projects focused on soundscape, innovation and interdisciplinary music teaching. She has been a lecturer at Ópera Oberta and actively participates in continuing education programmes. She has also held academic management positions and belongs to scientific and editorial committees. Since 2020, she has held the position of Dean of the Faculty of Teacher Training at the University of Valencia.

Luis Suso Martí, Universitat de València

Psychologist from the Open University of Catalonia and Doctor from the Autonomous University of Madrid. He has combined university teaching at undergraduate and postgraduate level at several universities with research in various projects, institutes and research groups. He has published more than 100 scientific articles in international journals, focusing his work on the integration of clinical knowledge with scientific evidence. He is currently a professor in the Department of Physiotherapy at the University of Valencia.

Cinta Gallent-Torres, Universitat de València

PhD in Educational Intervention from the University of Valencia (Spain). She currently teaches French language and translation courses at the same university. She also supervises final projects for the Bachelor's Degree in Translation and Interlinguistic Mediation, as well as for the Master's Degree in Creative and Humanistic Translation. She has taught at the University of Connecticut and the College of Continuing Studies (United States). Her research focuses on academic dishonesty, publication ethics, cyberplagiarism, emerging technologies, second language teaching, and university student tutoring. He is a member of the Institut de Recherche et d'Action sur la Fraude et le Plagiat Académiques (IRAFPA), the Ibero-American Network for Research on Academic Integrity (Red-IA), and the Forthem Alliance.

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Publicado

2025-10-16

Cómo citar

Veniel Martí, F., Botella Nicolás, A. M., Suso Martí, L., & Gallent-Torres, C. (2025). Measuring Self-efficacy in Music Ensemble class in Secondary School: A Cross-Sectional Study. European Public & Social Innovation Review, 11, 1–15. https://doi.org/10.31637/epsir-2026-2151

Número

Vol. 11 (2026)

Sección

Artículos Portada

Licencia

Derechos de autor 2025 Francisco Veniel Martí, Ana María Botella Nicolás, Luis Suso Martí, Cinta Gallent-Torres

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