The impact of teacher support on self-regulated learning in piano instruction at teacher-training universities: the mediating role of self-efficacy and the moderating role of mastery goals

TL;DR

This study explores how teacher support influences students' self-regulated learning in piano instruction, with self-efficacy and mastery goals playing key roles.

Contribution

It identifies self-efficacy as a partial mediator and mastery goals as a moderator in the relationship between teacher support and self-regulated learning.

Findings

Teacher support significantly and positively affects students' self-regulated learning in piano.

Self-efficacy partially mediates the relationship, accounting for 70.9% of the total effect.

Mastery goals moderate the effects of teacher support on both self-efficacy and self-regulated learning.

Abstract

This study examines examined the association between teacher support and students’ self-regulated learning (SRL) in piano instruction, investigating the mediating role of self-efficacy and the moderating role of mastery goals.

Data were collected from 464 music education majors at teacher-training universities in China using adapted and validated scales measuring teacher support, self-efficacy, mastery goals, and SRL. The hypothesized model was evaluated for overall fit using structural equation modeling (SEM). The specific mediation and moderated effects were then tested via regression-based path analysis using the PROCESS macro with the bootstrap method.

Teacher support was significantly and positively associated with students’ self-regulated learning in piano (total effect = 0.49). Self-efficacy partially mediated this relationship, accounting for a considerable portion (70.9%) of the total effect. Furthermore, mastery goals significantly moderated both the effect of teacher support on self-efficacy and its direct effect on self-regulated learning.

These findings provide a theoretical foundation and practical implications for constructing a multidimensional teacher support system, enhancing students’ self-efficacy, and fostering a value orientation toward mastery goals in piano pedagogy within teacher-training institutions.

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