Self-efficacy belief is a strong predictor of successful performance. Developmental differences in the acquisition of self-beliefs have been attributed to myriad individual and contextual factors, including teacher influence. The aim of this mixed-method study was to examine collegiate music students’ perceptions of teaching methods that strengthened or weakened music performance belief. A questionnaire was sent to music students enrolled in their third or fourth years of highly competitive collegiate music programs in the United States (N = 83). Analysis of variance revealed that students who reported studying with a teacher who “influenced them to become greater than they imagined possible” indicated significantly higher music performance self-efficacy beliefs than those who had not. Participants most frequently mentioned belief-enhancing methods associated with verbal/social persuasion (e.g., demonstrated belief in student potential, encouragement, high expectations, accountability, and personalized, logical instruction). Reported mastery experience methods were frequently coupled with verbal/social persuasion and encompassed a collaborative approach to selecting repertoire, tools for self-analysis and practice maximization, opportunities and encouragement to perform often, and goal setting. Over one in three participants conveyed studying with a teacher who “influenced them to become a weaker performer,” highlighting the need to educate music teachers in belief-enhancing pedagogical practices.

自我效能信念是成功绩效的有力预测因素。获得自我信念的发展差异归因于无数的个人和环境因素，包括教师的影响。这项混合方法研究的目的是检查大学音乐学生对加强或削弱音乐表演信念的教学方法的看法。一份调查问卷被发送给在美国就读第三年或第四年竞争激烈的大学音乐课程的音乐学生（N= 83）。方差分析显示，那些报告称与“影响他们变得比他们想象的可能更伟大”的老师一起学习的学生表明，音乐表演自我效能信念比那些没有的学生显着更高。参与者最常提到与口头/社会说服相关的信念增强方法（例如，表现出对学生潜力、鼓励、高期望、责任感和个性化、合乎逻辑的指导的信念）。报告的精通体验方法经常与口头/社会说服相结合，包括选择曲目的协作方法、自我分析和实践最大化的工具、经常表演的机会和鼓励以及目标设定。