The Relationship between Collegiate Band Members’ Preferences of Teacher Interpersonal Behavior and Perceived Self-Efficacy

摘要: The first purpose of this study was to describe collegiate band members' preferred teacher interpersonal behaviors and perceptions self-efficacy based on the gender, year in college, instrument, major. second measure relationship between preferences behavior scores. non-probability purposive sample (N = 1020) composed members representing 12 universities from different regions United States. There were 4 large public, small private that participated study. Participants completed 2 questionnaires, Teacher Interaction Preference Questionnaire (TIPQ) Self-Efficacy (SEQ). Descriptive statistics calculated for each questionnaires. Results TIPQ showed all sub-groups most dominant-cooperative behaviors, followed by submissive-cooperative least dominant-oppositional behaviors. SEQ subtle variations subgroups. Three Pearson product-moment correlation coefficients three interaction styles (dominant-cooperative, submissive-cooperative, dominant-oppositional) students' perceived self-efficacy. Due possible over-use data with multiple correlations, a Bonferroni adjustment made avoid Type I error (.05/3 .016). A significant positive found 22% shared variance. 7% Finally, 5% This study's results indicate it may be beneficial directors order find ways interact better students. In addition, due self-efficacy, wish examine their own determine how they align preferences.