Relationship between Teacher Support Perceived by Students, Self-Efficacy and Motivation for Music Learning in the Elementary Music Classroom

ABSTRACT

The purpose of this study is to examine the relationship between teacher support perceived by students, self-efficacy, and motivation for music learning in the elementary music classroom, and to verify the mediating effect of self-efficacy. For this purpose, 301 students from 4th to 6th grades of the elementary schools in Seoul and Incheon were analyzed using questionnaires a test tool for perceived teacher support, self-efficacy, and motivation for music learning. As a result, first, teacher support perceived by students directly positively affects students' motivation to learn music and also has a positive effect by using self-efficacy as a parameter. Second, teacher support perceived by students has a positive effect on students' musical self-efficacy. Third, students' musical self-efficacy has a positive effect on their music learning motivation.