ABSTRACT

The purpose of this study is to examine causal relationship between environmental-psychological factors(teacher-student relationship, parental learning involvement) and personal-psychological factor(musical self-efficacy) affecting music interest of middle school students. To accomplish this purpose, this study used structural equation modeling which is based on interest theory and some empirical studies on music interest. The participants of this survey were 400 students from two middle schools. A survey questionnaire was conducted to measure variables of this study. It consists of teacher-student relationship, parental learning involvement, musical self-efficacy, and musical interest scale. The results suggested that Teacher-student relationship has direct effects on music interest. and also has indirect effects on music interest mediated by musical self-efficacy. However, Parental learning involvement has no direct effects but indirect effects on music interest mediated by musical self-efficacy. At last, musical self-efficacy has direct effects on music interest. The results propose that teacher influences are much stronger than parental influences on music interest. Furthermore, musical self-efficacy is an important psychological factor in speculating about music interest.

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