The purpose of this study is to confirm if the instrumental music program had a difference in the academic self-efficacy following the participation in the instrumental music program which was being operated in the community children center. For this,...
The purpose of this study is to confirm if the instrumental music program had a difference in the academic self-efficacy following the participation in the instrumental music program which was being operated in the community children center. For this, the general nature and academic self-efficacy(sub-factor) of students participating in the instrumental music program of the community children center was analyzed. sub-factor are the kind of participation instruments, participation period, participation motive, and whether or not having experience in participating in performance. This study targeted the elementary students in the 3rd, 4th, 5th, and 6th grade and the middle school students who attended the community children center in Y-gu, Seoul Special City. The total number of students who participated in the survey was 152 and total 144 questionnaires except 8 ones which were written insincerely were used for the statistical analysis. ‘Academic self-efficacy test criterion’ which was developed by A-Young Kim and In-Yeong Park(2001) and went through the feasibility study was used as the test tool of this study. The academic self-efficacy test criterion consisted of total 28 questions: 10 questions of the preference for difficulty of study subject, 10 ones of the self-control efficacy, and 8 ones of self-confidence. The survey was conducted to verify the study questions presented in the study purpose. The collected questionnaires were treated in the computer-statistical way by means of the SPSS 22.0 statistical program and the gender, grade, participation motive, and performance experience were analyzed by the independent sample t-test according to the study question, and the difference following the participation period and the kind of participation instruments was analyzed by means of the one-way ANOVA. The result of this study is summarized as follows. First, the students’gender did not have a significant difference in the academic self-efficacy. Second, the students’grades were divided into the elementary students and middle school students; it was revealed the lower grade had a higher the academic self-efficacy level. The preference for difficulty of study subject, self-confidence, and academic self-efficacy(whole) were higher in the elementary students than in middle school students, and there was a statistically significant difference. Third, the kind of instruments of the students who participated in the instrumental music program in the community children center did not have a difference in the academic self-efficacy. Fourth, the participation period of the instrumental music program of community children center was divided into‘under 6 months’,‘from 6 months to under 2 years’, and‘over 2 years’; it was shown the academic self-efficacy(whole) were higher in the students whose participation period was longer, and there was a statistically significant difference. Fifth, it was shown the motive for participating in the instrumental music program of the community children center had a very significant difference of the academic self-efficacy. The preference for difficulty of study subject, self-confidence, and academic self-efficacy(whole) were higher in the students who participated in the instrumental music program voluntarily than in the students who participated against their will, and there was a statistically significant difference. Sixth, it was revealed although whether or not students had experience in performing did not show a significant difference in the self-confidence, it had a significant difference of the preference for difficulty of study subject, self-control efficacy, and academic self-efficacy(whole). From the study result until now, it is confirmed the instrumental music program of the community children center had a positive effect on the students’ schoolwork and had a significant effect on the academic self-efficacy. Therefore, it is expected various chances of instrumental music activity will be provided for the students in the community children center through this study in order to help enhance the academic self-efficacy, reduce the educational gap, create various systems in the community children center, and support the instrumental music education a lot.