Relationship Between Piano Performance Self-efficacy Perceptions and Exam Anxieties of Music Teacher Candidates


Piji Küçük D. , Durak M.

OPUS Uluslararası Toplum Araştırmaları Dergisi, cilt.17, sa.33, ss.10-46, 2021 (Diğer Kurumların Hakemli Dergileri)

  • Cilt numarası: 17 Konu: 33
  • Basım Tarihi: 2021
  • Dergi Adı: OPUS Uluslararası Toplum Araştırmaları Dergisi
  • Sayfa Sayıları: ss.10-46

Özet

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.