The Impact of Beginner Group Harp Learning on Self Efficacy and Musical/Harp Self Concept: Changes to Perceptions, Approaches and Behaviours in Non-Harp Settings

Abstract

Ways in which young people’s positive self-development and maturation can be enhanced is of great interest to educators, parents and society alike. This study adopted a phenomenological approach to investigate the relationship between beginner group harp learning and self-efficacy and musical/harp self-concept, and the transferability of this relationship to academic contexts; using a combination of pedal, lever, non-lever and lap harps. Five female participants, all of whom attended a public secondary school in regional NSW, engaged in 20 beginner harp group learning sessions, 10 of which were filmed, and completed four questionnaires dispersed throughout the study. The role of the researcher, who also led the sessions, was considered through the process of ethnography. Findings revealed, from mostly qualitative data, that beginner group harp learning enhanced enjoyment, connectedness, and accessibility, and was perceived as a more relaxed form of learning. Self-efficacy was discovered to develop through the theme of confidence, and impacted participants’ perceptions of themselves as harpists. Ultimately, increasing levels of self-efficacy and a developed musical/harp self-concept was suggested to impact either participants’ achievements, perceptions of self-efficacy in academic settings, and/or their wellbeing.