Page 60 - CJMay25

IJRCS Volume 12 Abstracts (Published in 2024)

indications for attacks and releases. The choir teach- examined the relationships between the four sources
ers’ responses gathered in this study can be beneficial of self-efficacy (enactive mastery experience, vicarious
in understanding which specific conducting technique experience, verbal/social persuasion, and physiological
components are viewed as important when developing and affective state) and the composite construct, as well
successful conducting techniques to be used in choral as years of private lessons and practice time. In addition,
classroom teaching. I compared self-efficacy beliefs by grade, school, voice
part, camp attendance, and voice lessons. Participants
(N = 42) completed the Music Performance Self-Effica-
“Sing, sit, and leave”: Engagement and cy Scale (Zelenak, 2011), provided demographic data,
Disillusionment in a High School Chorus and reported average weekly practice time in prepara-
Frank Martignetti tion for a competitive choral event. Results indicated
Volume 12, pages 132-152 a significant negative correlation between Verbal/so-
cial persuasion and competitive ranking (rs = -.36, p =
This study provides insight into why students leave .02). Those with higher scores on the verbal/social per-
voluntary school choral experiences, through an analy- suasion subscale were ranked higher (received a lower
sis of interviews with four high school students at a sin- number ranking) than those with lower scores. I found
gle New York City high school who left, or were consid- no significant differences in composite self-efficacy be-
ering leaving, their high school choral program. This liefs among voice parts, grade levels, or those engaged
study provides a voice often unheard in the research in private vocal instruction. The results contribute to
literature, since many research subjects are people who the literature linking musical self-efficacy and achieve-
have had positive feelings about their ensemble expe- ment and replicate previous findings of the relationship
rience. Analysis through a lens of self-determination between the verbal/social persuasion factor of musical
theory (Ryan & Deci, 2000) and student engagement self-efficacy and achievement.
theory (Deakin Crick, 2012; Reeve & Tseng, 2011) re-
vealed strong feelings of engagement and disillusion-
ment, providing insight into individuals’ choices and
motives. Principal themes included the perceived qual-
ity of the subject’s relationship with the teacher/con- Read all the articles in the IJRCS archive
ductor and with other students; subject’s perceptions
regarding the focus and commitment level of the other online at acda.org/ijrcs. Selected titles
students; and subjects’ perceptions of rigor and the val- from Volume 11 (published in 2023):
ue gained from participation. These align with two of
the elements of self-determination theory: belonging Barbershop Harmony Society Judge
and competence. Implications for practitioners and for Perceptions of Expressive Performances
future research are suggested. and Contest Adjudication

by Christopher S. Loftin
Self-Efficacy and Achievement among Second- Disrupting the Choral Class System:
ary School Vocalists: An Exploratory Study
Thomas J. Rinn A Journey of One High School Choral
Volume 12, pages 153-169 Program by Marci L. Major and
Elizabeth Cassidy Parker
The purpose of this study was to investigate mu-
sic performance self-efficacy and achievement among
secondary school choral music students. I specifically

58 CHORAL JOURNAL May 2025 Volume 65 Number 8