Musical Self-efficacy Through Active Music Listening: A Phenomenological Approach

Authors

Amy Marie Fraser, University of Nebraska-LincolnFollow

First Advisor

Robert Woody

Degree Name

Doctor of Philosophy (Ph.D.)

Committee Members

Carolyn Barber, Rhonda Fuelberth, Wayne Babchuk

Department

Music Education

Date of this Version

2025

Document Type

Dissertation

Citation

A dissertation presented to the faculty of the Graduate College of the University of Nebraska in partial fulfillment of requirements for the degree Doctor of Philosophy (Ph.D.)

Major: Music Education

Under the supervision of Professor

Lincoln, Nebraska, December 2025

Comments

Copyright 2025, the author. Used by permission

Abstract

Music is often perceived as a talent reserved for the naturally gifted, rather than a fundamental human ability. This study questioned that perception by examining how active music listening can develop musical self-efficacy and reshape attribution beliefs about musical ability. Using a phenomenological approach, this study explored the experiences of students in a university music appreciation course, investigating how structured listening exercises, peer interactions, and reflections contribute to their perceived musical beliefs and competence. Grounded in Bandura’s self-efficacy theory and Weiner’s attribution theory, the study considered whether musical engagement can be accessible to all and not limited by perceived talent. By shifting the focus from performance to participation and listening, the findings contributed to a more inclusive understanding of music education, reinforcing that everyone has the capacity to be musical.

Advisor: Robert Woody

Recommended Citation

Fraser, Amy Marie, "Musical Self-efficacy Through Active Music Listening: A Phenomenological Approach" (2025). Dissertations and Doctoral Documents from University of Nebraska-Lincoln, 2023–. 390.
https://digitalcommons.unl.edu/dissunl/390