Relationship between vocal exercises and self-efficacy among adolescent female singers
The purpose of this study was to determine whether the implementation of a systematic approach to vocal exercises, combined with the use of movement as a vocal metaphor and instruction about vocal physiology, would affect the singing self-efficacy of adolescent female students. Study design included a pretest and posttest model, using a Singing Self-Efficacy Scale to address participants’ feelings about aspects of their voice and their abilities to complete specific tasks. Participants, ages 9-18 (N=52), showed a significant correlation between participation in the vocal exercises and a positive change in singing self-efficacy (p< .01). Older students showed a higher positive change (p< .02) in their self-efficacy difference in the posttest. No significance was found in the difference of treatment subgroups. Students assigned to the alto (lowest) voice part had significantly lower singing self-efficacy scores in the pretest and showed the greatest increase in high self-efficacy scores in the posttest.