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Müzik Öğretmenliği Lisans Programı’nda çalgı eğitimi almakta olan öğrencilerin sürekli-durumluk kaygı düzeylerinin cinsiyet, yaş, sınıf düzeyi, çalgı farklılığı, mezun olduğu lise ve okumuş oldukları üniversite değişkenlerine göre incelenmesi amacıyla nicel betimsel yöntem benimsenmiştir. Çalışma, 2019-2020 güz yarıyılında öğrenim görmekte olan Orta Karadeniz Bölgesine ait Eğitim Fakültesi Güzel Sanatlar Eğitimi Bölümü Müzik Eğitimi Anabilim Dalı lisans öğrencileri (N= 341) ile yürütülmüştür. Araştırmanın verileri Spielberg vd. (1964) tarafından geliştirilmiş olan, Öner ve Le Compte (1983)’ nin Türkçeye uyarladığı “Sürekli-Durumluk Kaygı Envanteri” kullanılmıştır. Sürekli kaygı envanteri, öğrencilerin sınav stresinden uzak bir zaman diliminde yapılmış olup durumluk kaygı envanteri ise final sınavından hemen önce yapılmıştır. Araştırmanın bulgularına göre, sürekli ve durumluk kaygı arasında anlamlı bir fark görülmüştür. Müzik öğretmenliği öğrencilerinin sürekli ve durumluk kaygıları cinsiyet, yaş ve sınıfa göre anlamlı bir farklılık göstermektedir. Çalgı farklılığı ise sürekli kaygı durumunda anlamlı çıkmıştır. Mezun olunan lise ve okumuş oldukları üniversite değişkenine göre ise anlamlı bir farklılık görülmemiştir.
The Bachelor of Music Teaching Program has adopted a quantitative imaging method for students who are getting play education to study the continuous-stability anxiety levels according to gender, age, class level, play differences, high school and university variables they have studied. The study was carried out with the students of the Bachelor’s Degree (N=341) of the School of Education of the Middle Black Sea Region, which is studying in the 2019-2020 semester. The study was conducted by Spielberg vd. It was developed by (1964) and was used as a "Continuous-Situation Anxiety Inventory" adapted by Öner and Le Compte (1983) to Turkish. The constant anxiety inventory was made in a period of time far from the student’s exam stress and the state anxiety inventory was made immediately before the final exam. According to the findings of the study, there was a significant difference between constant and state anxiety. The constant and state concerns of the students in music teaching show a significant difference depending on gender, age and class. The distinction of play has been meaningful in constant anxiety. According to the high school graduated and the university they studied, there was no significant difference.
Quantitative descriptive method has been adopted in order to analyze the trait-state anxiety levels of students who are studying instrument in the Music Teaching Undergraduate Program according to gender, age, grade level, instrument difference, high school they graduate and the university they studied. The study was conducted with undergraduate students (N= 341) of the Department of Music Education, Department of Fine Arts Education, Faculty of Education of the Black Sea region who are studying in the fall semester of 2019-2020. Data from the study Spielberg et al. The “continuous-state anxiety inventory” developed by Öner and Le Compte (1983), adapted to Turkish, was used. The continuous anxiety inventory was conducted at a time when the students were away from the stress of the exam, and the status anxiety inventory was conducted just before the final exam. According to the findings of the study, there was a significant difference between persistent and situational anxiety. The continuous and situational concerns of music teacher students vary significantly according to gender, age and class. The difference in the instrument was significant in the case of constant anxiety. There was no significant difference between the graduated high school and the university they studied.
Alan : Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Uluslararası
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