Eclectic Styles and Classical Performance: Motivation and Self

String teachers and scholars have suggested that classically trained students may be motivated to engage in eclectic (e.g., rock, pop, jazz, groove, folk) styles. However, we do not fully understand the ways in which students’ motivation to engage in new styles might be influenced by their perceptions of their ability to perform in those styles. In this mixed-method study, we draw upon quantitative, qualitative, and arts-based data from 120 middle and high school students at two camps (one emphasizing classical music, the other emphasizing eclectic styles), to explore various ways in which students develop self-efficacy beliefs and motivation to perform in a variety of musical approaches. According to analysis of all data, students at both camps generally expressed having positive musical and social experiences. Negative experiences, while less common, stemmed from confusion or frustration with music learning, boredom with music that was too easy or not interesting, and competitive comparison with others. Based on findings from qualitative and arts-based data, we suggest that these students may have benefited from additional teacher support when encountering new musical techniques