Relational learning cues, music receptivity, and performance self-efficacy among piano masterclass participants: A PLS-SEM and fsQCA study
5 affiliations
- 1Faculty of Music, Moscow Pedagogical State University (MPGU), Moscow, Russia
- 2Moscow Conservatory, Moscow, Russia
- 3Institute of Arts, Moscow Pedagogical State University (MPGU), Moscow, Russia
- 4Repin Academy of Arts, Saint Petersburg, Russia
- 5Qilu Normal University, Jinan, China
Abstract
Background: Performance self-efficacy is important for musical learning, yet research on its correlates in masterclass settings has mainly emphasized instruction and individual practice. Drawing on social cognitive theory and relationship-interaction-based brand equity, this study examined whether five relational cues in piano masterclasses—brand personality, reciprocity, courtesy, relationship status, and relationship energy—were associated with participants’ performance self-efficacy and with affective and attentional music receptivity. Methods: A cross-sectional online survey was completed by 382 adult and adolescent participants with piano-masterclass experience in mainland China. PLS-SEM tested the hypothesized structural paths. Model evaluation included HTMT, full-collinearity VIFs, SRMR, and ten specific indirect associations estimated with 5,000 two-tailed bias-corrected and accelerated (BCa) bootstrap samples. fsQCA results were examined under stricter frequency, consistency, PRI, and calibration specifications. Results: Reciprocity, courtesy, relationship status, and relationship energy were positively associated with performance self-efficacy, whereas brand personality had no significant direct association. Affective receptivity was positively associated with reciprocity, courtesy, status, and energy; attentional receptivity was positively associated with personality, reciprocity, and status. Both receptivity dimensions were positively associated with self-efficacy. Seven of ten specific indirect associations had BCa intervals excluding zero. The baseline fsQCA solution contained seven configurations; stricter robustness specifications yielded fewer configurations, although recurring combinations of relational cues and music receptivity remained. Conclusion: Performance self-efficacy in piano masterclasses was associated not only with instructional content but also with relational and experiential cues. Affective and attentional music receptivity represented distinct intervening statistical pathways. Because the survey was cross-sectional, retrospective, and based on convenience recruitment, the results do not establish causality or temporal mediation and should be generalized cautiously beyond this predominantly adult, highly educated, music-trained sample.
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BibTeX
@article{zhao2026relational,
title = {{Relational learning cues, music receptivity, and performance self-efficacy among piano masterclass participants: A PLS-SEM and fsQCA study}},
author = {Yixuan Zhao and Xiaohui Zhu and Yan Su},
journal = {PLOS One},
year = {2026},
month = nov,
doi = {10.1371/journal.pone.0361767},
url = {https://doi.org/10.1371/journal.pone.0361767},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - Relational learning cues, music receptivity, and performance self-efficacy among piano masterclass participants: A PLS-SEM and fsQCA study
AU - Yixuan Zhao
AU - Xiaohui Zhu
AU - Yan Su
PY - 2026
DA - 2026/11/03
JO - PLOS One
DO - 10.1371/journal.pone.0361767
UR - https://doi.org/10.1371/journal.pone.0361767
AB - Background: Performance self-efficacy is important for musical learning, yet research on its correlates in masterclass settings has mainly emphasized instruction and individual practice. Drawing on social cognitive theory and relationship-interaction-based brand equity, this study examined whether five relational cues in piano masterclasses—brand personality, reciprocity, courtesy, relationship status, and relationship energy—were associated with participants’ performance self-efficacy and with affective and attentional music receptivity. Methods: A cross-sectional online survey was completed by 382 adult and adolescent participants with piano-masterclass experience in mainland China. PLS-SEM tested the hypothesized structural paths. Model evaluation included HTMT, full-collinearity VIFs, SRMR, and ten specific indirect associations estimated with 5,000 two-tailed bias-corrected and accelerated (BCa) bootstrap samples. fsQCA results were examined under stricter frequency, consistency, PRI, and calibration specifications. Results: Reciprocity, courtesy, relationship status, and relationship energy were positively associated with performance self-efficacy, whereas brand personality had no significant direct association. Affective receptivity was positively associated with reciprocity, courtesy, status, and energy; attentional receptivity was positively associated with personality, reciprocity, and status. Both receptivity dimensions were positively associated with self-efficacy. Seven of ten specific indirect associations had BCa intervals excluding zero. The baseline fsQCA solution contained seven configurations; stricter robustness specifications yielded fewer configurations, although recurring combinations of relational cues and music receptivity remained. Conclusion: Performance self-efficacy in piano masterclasses was associated not only with instructional content but also with relational and experiential cues. Affective and attentional music receptivity represented distinct intervening statistical pathways. Because the survey was cross-sectional, retrospective, and based on convenience recruitment, the results do not establish causality or temporal mediation and should be generalized cautiously beyond this predominantly adult, highly educated, music-trained sample.
SN - 1932-6203
ER -