Browsing by Author "Hyvönen, Anni"

The aim of this study is to describe, analyze and interpret class teachers’ perceptions of support- ing self-efficacy in music classes from the perspective of assessment. The purpose is to investi- gate how different assessment methods support the building of the student’s self-efficacy, and which evaluation methods are generally used in music lessons. The purpose of this study is also to find out what other influential factors are related to supporting self-efficacy. The phenomenon of this research is how self-efficacy can be supported by evaluating music lessons and other factors. Self-efficacy is a part of Albert Bandura’s (1986) socio-cognitive theory, which describes a person’s own confidence in his own abilities, for example in learning situations. The study has been carried out as a qualitative case study. I interviewed six qualified class teachers who teach or have taught music during their careers. The material has been analyzed with a material-oriented content analysis. I have explored this phenomenon because the topic is important for learning. A student’s school motivation largely depends on how he feels he succeeds in learning. With the evaluation, a teacher can strengthen a student’s self-efficacy beliefs, which increases a student’s experience of success at school. According to the results, supporting self-efficacy from the perspective of assessment is not easy in music lessons. It requires a lot of special attention from teachers. Different assessment methods and the other factors related to supporting self-efficacy affect how evaluation supports self-efficacy. Increasing group sizes, teachers’ own teaching skills and the diversity of students affect also how assessment can be carried out in music lessons in general. The factors that define self- efficacy (strength, power, and levels) also affect how a class teacher can strengthen students’ self-efficacy beliefs with his actions. The research results show why it is important to explore the connection between supporting self-efficacy and evaluation.