This article reports the findings of a study investigating the learning and study
strategies of advanced music students and the manner in which their self-efficacy
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Norwegian higher music education aged 18 to 43 years. They were asked to fill out a
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general apply cognitive, metacognitive and resource management strategies during
practice. Overall, they used strategies to manage their resources to a lesser extent
than other strategies. The findings also indicate that music students high in
self-efficacy were more likely to be cognitively and metacognitively involved in
trying to learn the material compared with students low in self-efficacy. Further,
while there were significant differences between female and male students with
regard to self-efficacy, no significant differences in self-efficacy emerged with
regards to main instrument groups or degree programme. However, the interaction
effect between gender and degree programme on self-efficacy was significant.
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