Technology-enhanced studio design and creative musicianship: Exploring self-efficacy and motivational moderators

Abstract

This paper examined the possible predictive correlation between technology-enhanced studio design and creative musicianship and the mediating effect of performance self-efficacy in the conditional impact of teacher autonomy support and mastery goal orientation. Validated scales of 418 undergraduate music students in China were collected based on the context of learning in studio and analyzed using PLS-SEM in SmartPLS. Findings showed that technology positively benefited the studio design in relation to creative musicianship and performance self-efficacy. It was also found that, performance self-efficacy was positively related with creative musicianship and this lends credence to the high indirect impact of technology-enhanced studio design on creative musicianship via performance self-efficacy. The moderated mediation analysis showed that a strengthening effect existed between teacher autonomy support as a mediator and mastery goal orientation did not significantly moderate the mediated indirect effect. The performance self-efficacy and creative musicianship had an important variance in the model. The results highlight the importance of technology-enhanced learning settings to support the creative outcomes in music education particularly when teacher autonomy-supportive teaching allows the students to replicate studio affordances into competence-related beliefs and sustained creative interest.