ABSTRACT

The purpose of this study was to examine whether there are differences in musical efficacy according to the length of time and the quality of the experience of early music education. The participants of the study were 617 middle and high school students who had received music education for more than one year before they were 9 years old. In order to measure musical efficacy, this researcher used the tool that Lee(2012) used to measure musical efficacy, which was composed of three subordinate domains: preference for the level of task difficulty, self-control, and confidence. The one-way analysis of variance to verify the differences between the groups and the ex post facto verification for the differences between the groups were conducted. The results of the analysis are as follows. First, there were significant differences in all the three subordinate domains of musical efficacy in the differences according to the length of time of the early musical education experience between the group of those who had no such experience and the group of those who had such experience, and in all the three subordinate domains where the differences were verified, the scores of the group of ‘more than 3 years’ were found to be consistently higher than those of the group of ‘1∼2 years’ and the group of ‘no experience.’ Second, here were overall differences in musical efficacy according to the length of time of the experience and the quality of the experience. The main effects according to the quality and the length of time of the experience were verified in all the subordinate domains, and in the preference for the level of task difficulty, there were correlation between of the quality of the experience and the length of time of the experience.

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