Exploring self-efficacy and self-esteem in tertiary music students : a systematic review

Abstract

Background: The role of self-efficacy in musicians has been a key area of inquiry in music psychology for over 20 years, resulting in a large body of research. Self-efficacy has been examined in various age groups and contexts alongside additional constructs, such as music performance anxiety, self-regulation, practice habits, and musicians' overall well-being. However, the growing volume of research has not been systematically synthesised, making it difficult to navigate and fully understand. While a meta-analysis on self-efficacy and performance exists, it excludes qualitative findings. This study aims to address this gap by systematically reviewing both quantitative and qualitative research on self-efficacy and self-esteem in tertiary music students. Objectives: This study reviewed, analysed and synthesised peer-reviewed studies investigating self-efficacy and self-esteem in tertiary music students, including both quantitative and qualitative findings, and to explore its impact on related psychological and behavioural constructs. Method: A systematic review was conducted according to PRISMA guidelines. Five electronic databases (e.g., PubMed) were searched for studies published in the last twenty years that measured self-efficacy or self-esteem in tertiary music students. Studies were screened against strict inclusion criteria, requiring samples of tertiary music students and an assessment of self-efficacy or self-esteem. Data extraction followed a standardised process, and thematic analysis was used to synthesise findings. Risk of bias was assessed across the studies. Results: From over 700 studies identified, 46 met the inclusion criteria, encompassing a total of 8 446 participants. Of the 46 included studies five were focused on self-esteem. The analysis confirmed self-efficacy’s significant role in several areas, including reducing music performance anxiety, improving psychological functioning, mediating the relationship between personality and health-promoting behaviours, enhancing self-regulation, improving practice and performance, and aiding students in making informed career decisions. Self-esteem was also found to assist with performance anxiety, emotion regulation, and coping. Despite various interventions addressing self-efficacy, none directly targeted self-efficacy beliefs. Additionally, the role of gender in self-efficacy remains ambiguous and warrants further investigation. Conclusions: The findings highlight self-efficacy and self-esteem as critical constructs in music education that should be more actively addressed and supported. Harnessing their potential could directly improve performance and learning while also influencing broader behaviours crucial for building resilience in professional music careers. As the importance of self-efficacy and self-esteem becomes more evident, music educators can better support and guide students. Future Research: Future studies should focus on larger, more diverse student samples to gain a global understanding of self-efficacy. Additionally, further exploration of gender differences in self-efficacy is essential to inform educational practices that address the unique challenges faced by women in music education.