Abstract
The aim of this research was to identify the instrument performance self-efficacy status of students in the music education department. The study group for the research comprised 121 students attending Mehmet Akif Ersoy University Faculty of Education, Department of Music Education. In order to identify the self-efficacy perceptions of students in the research, the “Self-Efficacy Scale Related to Instrument Performance” developed by Şeker (2016) was used. The model had a chi-square value 283.52, with 148 degrees of freedom. Investigation of the reliability of the scale found that the Cronbach alpha coefficient for the whole scale was .90 with correlation coefficient r= .88, p<0.01. When the instrument performance self-efficacy of students in the music education department was investigated, it was seen that male students have higher self-efficacy perception than female students. Additionally, students who had graduated from fine art high schools were surmised to have higher self-efficacy for instrument performance compared to those who had graduated from other high schools.
 
 Keywords: Instrument performance; music education; self-efficacy.
Highlights
Social-cognitive theory assumes self-efficacy affects behaviour and environment and is affected by them (Bandura, 1997)
Subscale Self-efficacy belief related to instrument performance Mood felt during instrument studies
Performance-related self-efficacy belief and mood felt during instrument work levels significantly differed according to sex (p
Summary
Social-cognitive theory assumes self-efficacy affects behaviour and environment and is affected by them (Bandura, 1997). Self-efficacy is defined as “beliefs about the ability to successfully apply the behaviour necessary to produce outcomes” (Bandura, 1977, cited by McCormick & McPherson, 2003). Graded performance exams, like those offered by Trinity College London and the Associated Board of the Royal Schools of Music, present a unique framework to investigate the self-efficacy perceptions of young musicians. These perceptions are important especially considering the possibility of fluctuations linked to external factors like the physical status and mood of the person, in addition to the nature of the task and social surroundings (Pintrich & Schunk, 1996)
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