Title: Developing Creative Self-Efficacy in Music Ensembles: How Challenge, Support, and Creative Action Shape Student Confidence

Program: Curriculum and Instruction EdD

Committee Chair: Sherry Dismuke

Committee: Sherry Dismuke, Lori Gray, Jennifer Snow

Abstract: Creativity is increasingly recognized as an essential educational outcome, yet limited research has examined how students develop confidence in their creative capabilities within music ensemble settings. Although creative self-efficacy has been associated with persistence, risk-taking, motivation, and creative engagement, less is known about how these beliefs are shaped through the social, emotional, instructional, and performance-based conditions of ensemble participation. By examining student perspectives alongside parent, teacher, and observational evidence, this qualitative case study contributes to music education and curriculum and instruction research by offering a contextually grounded account of how ensemble environments may support students’ creative confidence, identity, engagement, and future artistic agency. Findings suggest creative self-efficacy was influenced through persistence, problem-solving, expressive participation, creative production, and future goal-setting.

Keywords: creative self-efficacy, music education, ensemble participation, triadic reciprocal determinism, social cognitive theory, qualitative case study

Methods: Guided by Bandura’s social cognitive theory and triadic reciprocal determinism, this qualitative case study examined how students’ creative self-efficacy was experienced within an after-school youth music ensemble through the reciprocal interaction of environmental conditions, personal factors, and behavioral engagement.