Instrumental music learning and self-efficacy in academic achievement in higher education in Hong Kong

This paper reports a study on the possible relationship between instrumental music learning and self-efficacy in academic achievement in higher education in Hong Kong. The study can helps understand how instrumental music learning affects students’ self-efficacy in academic achievement. Also, although there are many types of research about the correlation between self-efficacy and academic achievement, few studies focused the above research components. A questionnaire survey was designed and employed as the major research tool to answer the following research questions: 1) What are the possible relationship between instrumental music learning and self-efficacy in academic achievement? 2) What are the differences of self-efficacy in academic achievement among students who have received instrumental music learning and who do not receive instrumental music learning? A total of 220 undergraduate students in Hong Kong from music or non-music majors were invited to participate in this study. They were required to complete the general self-efficacy scale (GSES) (Schwarzer & Jerusalem, 1995). Results indicate that a positive correlation between instrumental music learning and self-efficacy in academic achievement in higher education in Hong Kong. Instrumental music learning may help to enhance student’s confidence of achieving higher academic achievement.