The impact of teacher support on self-regulated learning in piano instruction at teacher-training universities: the mediating role of self-efficacy and the moderating role of mastery goals

Objective: This study examines examined the association between teacher support and students' self-regulated learning (SRL) in piano instruction, investigating the mediating role of self-efficacy and the moderating role of mastery goals. Methods: Data were collected from 464 music education majors at teacher-training universities in China using adapted and validated scales measuring teacher support, self-efficacy, mastery goals, and SRL. The hypothesized model was evaluated for overall fit using structural equation modeling (SEM). The specific mediation and moderated effects were then tested via regression-based path analysis using the PROCESS macro with the bootstrap method. Results: Teacher support was significantly and positively associated with students' self-regulated learning in piano (total effect = 0.49). Self-efficacy partially mediated this relationship, accounting for a considerable portion (70.9%) of the total effect. Furthermore, mastery goals significantly moderated both the effect of teacher support on self-efficacy and its direct effect on self-regulated learning. Conclusion: These findings provide a theoretical foundation and practical implications for constructing a multidimensional teacher support system, enhancing students' self-efficacy, and fostering a value orientation toward mastery goals in piano pedagogy within teacher-training institutions.