Social Cognitive Predictors of Music Majors’ Academic Well-Being and Persistence Intentions

Abstract

Vocational psychology has devoted limited attention to factors that promote or hinder the career development of musicians. We combined features of social cognitive career theory’s (SCCT) well-being and choice models to examine the experiences of musicians at a formative point in their career development – the first few years of college, during which many would-be musicians either reaffirm or abandon their career paths. Consistent with SCCT, we posited that academic satisfaction and stress would be predicted by favorable levels of self-efficacy, outcome expectations, social support, goal progress, and trait negative affect. We also expected that satisfaction and stress levels would, along with self-efficacy and outcome expectations, predict intentions to persist in undergraduate music majors. Participants were 260 first- and second-year undergraduate music majors. The hypothesized model and a slightly revised version (which added a direct path from goal progress to persistence intentions) produced good fit to the data and accounted well for variation in academic satisfaction, stress, and persistence intentions.