Akademik Veri Yönetim Sistemi
OPUS Uluslararası Toplum Araştırmaları Dergisi, cilt.17, sa.33, ss.10-46, 2021 (Hakemli Dergi)
Self-efficacy perception and exam anxiety which are evaluated within scope of affective dimensions of
piano performance affect the quality of performance. It is expected for music teacher candidates to be
raised as teachers having high level of self-efficacy perception and having control over their level of
anxiety with respect to their piano performance successes. This study has aimed to determine piano
performance self-efficacy perceptions and exam anxiety levels of music teacher candidates and the relationship between these two variables. Relational scanning model has been used in the research and the
sampling was constituted of total number of 718 music teacher candidates. Data have been gathered
with personal information form, piano performance self-efficacy scale, and exam anxiety inventory. The
data being obtained have been analyzed with Pearson Correlation Coefficient, One Way Variance Analysis (ANOVA) Welch test, Scheffe test, and Games Howell test. Research results have shown that piano
performance self-efficacy perceptions and exam anxieties of music teacher candidates were at medium
level. It has been determined that there was a negative directional meaningful and medium level of relationship between piano performance self-efficacy perceptions and exam anxieties of music teacher candidates. Within context of research results, program development studies can be made to improve piano
performance self-efficacy perception and to reduce exam anxiety level and with teacher assessments and
peer evaluation studies, the impact of constructive criticisms can be examined.