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Bu araştırmada, mesleki müzik eğitimi alan lisans öğrencilerinin müzik performans kaygıları ile öz-düzenleyici öğrenme becerileri arasındaki ilişki durumu incelenmiştir. Araştırma, betimsel nitelikte ilişkisel tarama modeli esas alınarak yapılmıştır. Araştırmanın ölçekleri 2019-2020 eğitim-öğretim yılında uygulanmış olup, örneklemini Türkiye’nin yedi bölgesinde bulunan çeşitli illerdeki 11 üniversitenin eğitim fakültesi müzik eğitimi anabilim dallarının 1. ve 4. sınıf lisans düzeyinde eğitim gören toplam 239 öğrenci oluşturmaktadır. Veri toplama aracı olarak, öğrencilerin demografik özellikleriyle ilgili bilgi elde etmek amacıyla “Kişisel Bilgi Formu” kullanılmıştır. Araştırmada, mesleki müzik eğitimi alan öğrencilerin öz-düzenleme becerilerini belirlemek üzere toplam 41 maddeden oluşan Turan (2009) tarafından geliştirilen “Öz Düzenleyici Öğrenme Becerileri Ölçeği” (ÖDÖBÖ) ve öğrencilerin performans kaygılarını ölçmek üzere ise Çiçek (2020) tarafından Türkçe’ye uyarlanarak geçerlik ve güvenirlik çalışması yapılmış ve 33 maddeden oluşan Kenny Müzik Performans Kaygı Ölçeği (KMPKE) kullanılmıştır. Araştırmadaki tüm istatiksel analizler SPSS 25 programı ile yapılmıştır.Araştırma sonucunda elde edilen bulgulara göre; araştırmaya katılan öğrencilerin müzik performans kaygıları genel olarak orta düzeyde olup, cinsiyet, sınıf düzeyi, çalınan çalgı türü, çalgı çalma geçmişi, konser performansı sergilemiş olmaları, günlük çalgı çalışma süreleri müzik performans kaygı düzeyleri üzerinde anlamlı farklılaşmaya neden olurken, öğrenim görülen üniversite ve mezun olunan lise türü müzik performans düzeyleri üzerinde anlamlı farklılaşmaya neden olmamaktadır. Öz-düzenleyici öğrenme beceri düzeyleri ile müzik performans kaygısı düzeylerinin genel ve tüm boyutlar bakımından, arasında negatif ilişki olduğunu gözlemlenmiştir. Öğrencilerin, öz-düzenleyici öğrenme beceri düzeylerindeki artış, müzik performans kaygısı düzeylerinde düşüşe neden olduğu görülmüştür. Başka bir ifadeyle, öz-düzenleyici öğrenme beceri düzeyindeki bir düşüş, müzik performans kaygısı düzeylerinde artışa neden olmaktadır. Bu durum, öğrenim süresince öz-düzenlemesini yapabilen kişinin, herhangi bir performans kaygısı yaşamadığı sonucunu ortaya koymaktadır.
This study examined the relationship between music performance concerns and self-regulating learning skills of bachelor’s students in professional music education. The research was done on the basis of a relative scan model in the imaginary nature. The scales of the study have been implemented in the 2019-2020 educational year, and the sample is made by a total of 239 students who have been trained at the 1st and 4th grade bachelor level of the 11 university educational faculty in the various regions of Turkey. As a data collection tool, the "Personal Information Form" was used to obtain information about the demographic characteristics of students. In the study, the "Self-Regulating Learning Skills Scale" developed by Turan (2009) consisting of a total of 41 articles to determine the self-regulating skills of students in professional music education and the performance concerns of students were measured by Flower (2020) and validity and reliability studies were conducted and the Kenny Music Performance Worry Scale (KMPKE) consisting of 33 articles was used. All statistical analyses in the study were done with the SPSS 25 program. According to the findings obtained from the study, the music performance concerns of the students involved in the study are generally medium and the gender, class level, the type of stolen play, the play history, the performance of the concert, the daily play work hours cause significant differences over the levels of music performance, while the study university and high school type do not cause significant differences over the levels of music performance. It has been observed that there is a negative relationship between self-regulating learning skills levels and music performance anxiety levels in general and in all dimensions. The increase in the levels of self-regulating learning skills in students has been shown to cause a decline in the levels of music performance anxiety. In other words, a decline in the level of self-regulating learning skills leads to an increase in the levels of music performance anxiety. This situation shows the conclusion that the person who is able to do self-regulation during the course of study does not experience any performance concerns.
In this study, the relationship between music performance anxiety of undergraduate students receiving vocational music education and their self-regulated learning skills is examined. The research was conducted based on the descriptive relational survey model. The scale of Research 2019-2020 academic year is applied, sample Turkey's faculties of 11 universities in various provinces in seven regions of music education of the Department 1 and a total of 239 students attending the 4-year degree. As a data collection tool, "Personal Information Form" was used to obtain information about students' demographic characteristics. In the study, the "Self-Regulating Learning Skills Scale" (LSAS), which consists of 41 items in total, was developed by Turan (2009) to determine the self-regulation skills of students receiving vocational music education, and Çiçek (2020) adapted it into Turkish to measure students' performance anxiety and was validated. The Kenny Music Performance Anxiety Scale (KMPKE) consisting of 33 items was used. All statistical analyzes in the study were made with the SPSS 25 program. According to the findings obtained as a result of the research; the music performance anxiety of the students participating in the study is generally at a moderate level, gender, class level, type of instrument played, instrument playing history, concert performance, daily instrument working hours cause a significant difference on music performance anxiety levels, while the university and graduate students High school type music does not cause significant differentiation on performance levels. It was observed that there is a negative relationship between self-regulated learning skill levels and music performance anxiety levels in terms of general and all dimensions. It was observed that the increase in the self-regulated learning skill levels of the students caused a decrease in their music performance anxiety levels. In other words, a decrease in the self-regulated learning skill level causes an increase in music performance anxiety levels. This situation reveals that the person who can do self-regulation during the education does not have any performance anxiety.
Alan : Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Uluslararası
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