ABSTRACT

Although a growing number of music educators have perceived the importance of group practice, there is lack of research on the effectiveness of group practice in music performance education. This study aimed to investigate the effects of group practice and achievement goal orientation on the satisfaction and the self-efficacy of college students majoring in contemporary music and Korean music. A total of 126 students participated in a survey at an art university in Seoul. Analysis of these surveys yielded five significant findings. First, group practice positively influenced practice and performance satisfaction and self-efficacy. Second, there was an interaction effect between mastery-approach goals and group practice on practice satisfaction. Third, mastery-avoidance goals were negatively associated with performance satisfaction. Fourth, mastery- approach and performance-approach goals positively influenced student self- efficacy. Lastly, there was an interaction effect between mastery-avoidance goals and group practice on student self-efficacy. These findings imply that music teachers should encourage students to participate in group practice in order to share their knowledge and skills and to support each other.

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