The concept of motivation is critical for enlightening learners’ performance and intentions to continue participation in music learning. Additionally, the extent of students' engagement in their educational pursuits bears significant implications for their success. Consistent with the psychological perspective, these intertwined notions have perpetually captivated the attention of scholars and educational authorities. Consequently, there exists a necessity to delve into the underlying determinants that either impede or boost students' motivation and engagement in contemporary educational settings due to the emergence of Positive Psychology. In addition, it is widely asserted that self-efficacy has evolved into a prominent psychological construct that is at the center of attention due to its value within the realm of education. Similarly, it seems that the high level of self-efficacy in the milieu of music education enables musicians, instructors, and researchers to gain a better grasp of the motivation and attendance processes that enable music learners to act better. Taking the role of these three constructs in education, this study aims to inspect the role of music students’ motivation and engagement. Using Structural Equation Modeling (SEM), the data from 502 music participants from different colleges who completed self-efficacy, motivation, and work engagement indicated that 61% of variations in music students’ engagement can be explained by their self-efficacy and about 77% of modifications in music learners’ motivation can be explained by their self-efficacy. In a nutshell, the current paper ends with some suggestions and recommendations to be used by teaching stakeholders in scholastic situations.

中文翻译：

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深入研究自我效能感在预测音乐学习者动机和参与度方面的作用

动机的概念对于启发学习者的表现和继续参与音乐学习的意图至关重要。此外，学生对教育追求的参与程度对其成功具有重大影响。与心理学的观点一致，这些相互交织的概念永远吸引着学者和教育当局的注意力。因此，由于积极心理学的出现，有必要深入研究阻碍或促进学生在当代教育环境中的动机和参与的潜在决定因素。此外，人们普遍认为，自我效能感已经演变成一种突出的心理结构，由于其在教育领域的价值而成为人们关注的焦点。同样，音乐教育环境中的高水平自我效能似乎使音乐家、教师和研究人员能够更好地掌握动机和出勤过程，从而使音乐学习者表现得更好。本研究旨在以这三种结构在教育中的作用来检验音乐学生的动机和参与度的作用。使用结构方程模型 (SEM)，来自不同大学的 502 名音乐参与者完成了自我效能感、动机和工作投入度的数据表明，61% 的音乐学生投入度变化可以用他们的自我效能感来解释，大约 77%音乐学习者动机的改变百分比可以用他们的自我效能来解释。简而言之，本文最后提出了一些供教学利益相关者在学术情况下使用的建议和建议。