English

Onuray Eğilmez Hatice

doi:10.5897/err2015.2439

Abstract

Many factors affect piano performance, including students’ self-confidence and self-efficacy about playing an instrument. This study assessed piano performance self-efficacy beliefs in pre-service music teachers studying at the music education department of education faculty of Uludag University to a certain relationships between the strength of their self-efficacy and music performance anxiety. For this purpose, the piano performance self-efficacy scale and ‘Kenny's musical performance anxiety inventory’ were used. The data obtained via the scales completed by 129 students were analysed using SPSS 16.0. Independent groups t-tests were used to test the significance of the difference between genders on the dependent variables. In the multiple comparisons, Anova was used for parametric distributions and the Mann Whitney-U test was used for non-parametric distributions. To test if the conflict resolution method scores differed according to the variables, the independent groups t-test was used. Male pre-service music teachers' piano performance self-efficacy (general scale score mean) was significantly higher than female students' general scale score mean; female students' music performance anxiety levels were higher than those of the male students; both the self-efficacy beliefs and the music performance anxiety levels of 3rd year students have higher means than that of other grades; the general high school graduate pre-service music teachers had higher piano performance self-efficacy beliefs and musical performance anxiety levels compared with the fine arts high school graduate pre-service music teachers. There was a significantly negative relationship between the musical performance anxiety scale and the student teachers' piano performance self-efficacy beliefs. Finally, various suggestions were made to increase pre-service music teachers' piano performance self-efficacy beliefs and decrease their musical performance anxiety levels. Key words: Piano performance self efficacy, musical performance anxiety, music education, piano education, pre-service music teacher.

Highlights

In Turkey, music teachers are trained in the 4-year undergraduate programs of the fine arts education departments of the education faculties of various 25 Turkish universities
The data collection tool composed of three parts; (i) Personal Information Form included questions about gender, type of graduated high school and class level of the sample group; (ii) Piano Performance Self-Efficacy Scale (PPSES): Piano performance self-efficacy scale developed by Gün and Yıldız (2014) includes 25 item divided in to 3 sub-dimensions: technical level perception contains 8 items that describe how sufficient a student perceives his/her own piano technique, stage anxiety perception contains 7 items that describe what a student feels about his/her piano performance when playing in front of the audience, performance level perception which contains 10 items describe student’s opinions about his/her own piano performance
The piano performance self-efficacy general scale score means of the male pre-service music teachers were significantly higher than the female (Table 2)

Summary

Introduction

In Turkey, music teachers are trained in the 4-year undergraduate programs of the fine arts education departments of the education faculties of various 25 Turkish universities. In addition to the musical and technical challenges of piano performance student's selfconfidence and self-efficacy beliefs about playing a musical instrument are thought to influence both technical and aesthetic mastery of their instrument (Gün et al, 2014) This belief was defined by Bandura (1986; 391) as "people's judgments about their capacity to perform and organize actions necessary to carry out a performance". Self-efficacy belief is a person's judgment, belief about how much he/she can be successful in overcoming difficulties which he/she is likely to face in the future (Senemoğlu, 1998), that is, an individual's personal belief that he/she can achieve a certain task (Kotaman, 2008) This belief has an important place in a person's life and affects four basic psychological processes, namely cognitive, motivational, emotional and choice-making processes (Bandura, 1995). It may affect the degree to which individuals experience stress or depression in response to a learning challenge via their self-perceived capacity to cope with the demands of the task (Bandura, 1995)

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Conclusion