Students’ Self-Efficacy in Online Vocal Learning: Perspectives from College Vocal Teachers
Abstract
Intrinsic motivation is a fundamental driver of student engagement in learning activities. In the contemporary digital landscape, online vocal music instruction has become increasingly common. This shift to virtual teaching significantly impacts students' self-efficacy, a critical factor influencing both the online learning experience and its overall effectiveness. Self-efficacy, understood as the dynamic interplay between environmental factors and individual subjective characteristics, can be modulated and enhanced through timely and effective teacher intervention, thereby positively impacting online learning outcomes. While theoretical frameworks have proposed strategies for fostering self-efficacy, empirical research specifically investigating effective teaching approaches for cultivating self-efficacy among vocal music majors across diverse online learning contexts remains limited. To address this gap, the present study employed semi-structured interviews with six college vocal music instructors to explore the factors influencing students' self-efficacy in online vocal music learning. The analysis revealed that information technology, personalized teaching methods, interactive platforms and teaching resources, and students' individual personality traits significantly contribute to variations in self-efficacy. Based on these findings, it is recommended that professional development initiatives, including information technology training, the promotion of personalized pedagogical strategies, and the provision of tailored teaching resources, be implemented to foster students' self-directed learning in online vocal music education.
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