Page 47 - How to Shine on Stage

age as well as to specific elements of the musical self (Spychiger, 2017).
Academic musical self-image is the area of musical self-image that re-
lates to musical abilities, skills, and competences, while non-academ-
ic musical self-image encompasses physical, mental, emotional, and
spiritual components. Maria Spychiger et al. (2009) observed that the
mental component bears the most significant influence on musical iden-
tity in professional musicians, while the spiritual component is more
prominent in amateur musicians. A positive musical self-image is an im-
portant contributor to motivation for long-term engagement in music 45
(Cogdill, 2015).
Parents and teachers have a major role in the formation of a per-
former’s self-image, as does the individual’s performance experience
(Habe, 2002).

2.1.4 Self-Efficacy
In a way, self-efficacy also relates to self-evaluation, but should be dif-
ferentiated from other concepts of self, such as self-image, self-esteem,
and identity due to its specificity and content (Schunk & Pajares, 2001). Indirect Factors of Musical Performance Success
Whereas self-image, self-esteem, and identity are rather static concepts
tied to performer’s personality traits, self-efficacy is a highly dynamic
concept belonging to the scope of motivation and having a significant im-
pact on the quality of achievements (McPherson & McCormick, 2006).
While the previously mentioned concepts of self-evaluation involve per-
ceptions of one’s personal competences in general or in a specific do-
main (e.g. motor skills, emotional and social competences), self-efficacy
refers to personal beliefs about one’s ability to perform a specific task
(Schunk & Pajares, 2001). When studying musical performance success,
it is therefore more sensible to explore performers’ self-efficacy. A per-
former may have a positive self-image as a musician, but the challenge of
performing can often activate in the performer a sense of low self-effica-
cy (McPherson & McCormick, 2006).
The concept of self-efficacy was introduced by Bandura (2002). Self-ef-
ficacy is supposed to be the source of various expectations and has a
strong action component. Expectations regarding self-efficacy influence
the decision on how to tackle a problem, how long to persevere, and how
much effort to invest. Self-efficacy determines the choice of behavioural
strategies. Self-efficacy expectations have two main dimensions: degree
of difficulty and generality. In some people, performance expectations
are limited to the simplest tasks, while in others they include the most