Relationship between Self-Confidence, Test Anxiety and Musical Skills of Candidates Attending Music Teacher Skills Test

Yıl 2016, Cilt: 6 Sayı: 14, 1 - 18, 27.09.2016

Engin Gürpınar

Öz

In this study it is aimed to determine the relationship between
self-confidence, test anxiety and musical skill levels of candidates attending
music teacher tests. The study group of the correlation research pattern is
formed of 233 candidates entered music teacher special skills test in İnönü
University. Before taking the test two data collection tool namely
Self-Confidence Form and Test Anxiety Inventory were applied to candidates.
Musical skills scores formed of combination of musical audition, musical
playing and singing solo successes were taken from the university database.
After the normality analysis process, Pearson correlation and determination
coefficients, arithmetical mean, standard deviation, minimum-maximum score
values were determined. Furthermore, relations were visualized with point
scatter graphics. As a result of research it was determined that
self-confidence of the candidates were high and musical skills and test anxiety
scores were found to be moderate. It was found that there were significant
relation in negative direction at low level between test anxiety and
self-confidence and between self-confidence and musical skills there was
moderate relationship in the positive direction. Solo singing was the dimension
having the highest level of relationship in self- confidence and music skills
areas. It has been determined that there was significant relationship between
music skills and test anxiety at negative direction at low level:  the highest level of relationship between
musical skill dimensions was in musical audition scores.

Anahtar Kelimeler

Music teacher, music teacher skills test, special skills test, self-confidence, test anxiety, music skills

Kaynakça

• Aliferis, J. (1954). Aliferis Music Achievement Test: College Entrance Level; Manual and Test Booklet. University of Minnesota Press.
• Arapgirlioğlu, H.,&Tankız, K. D. (2013). Examining of the distribution of AOBP and YGS scores in placement scores in special ability exams. Hacettepe University Journal of Education, 28(28-2), 14-26.
• Atak Yayla, A. (2003). Assessment of musical talent. Unpublished phd dissertation, Gazi University Institute of Education Sciences, Ankara.
• Atak Yayla, A. (2006). Müzik eğitimi anabilim dalları özel yetenek sınavlarında ÖSS ve ağırlıklı ortaöğretim başarı puanlarının yerleştirme puanına etkisi. Pamukkale Üniversitesi Ulusal Müzik Eğitimi Sempozyumu, Denizli.
• Bağcı, H. (2003). The Effects of the music education department special talent entrance exam results and curriculum program on the creativity level of studens studying at the department of music education in the faculty of education. Unpublished master thesis, Marmara University Institute of Education Sciences, İstanbul.
• Barnason, S., Zimmerman, L., & Nieveen, J. (1995). The effects of music interventions on anxiety in the patient after coronary artery bypass grafting. Heart & Lung: The Journal of Acute and Critical Care, 24(2), 124-132. doi:10.1016/S0147-9563(05)80007-X
• Bentley, A. (1966). Musical Ability In Children and Its Measurement. London: Georg G. Harrap.
• Berksun O.E. (2003). Anksiyete ve Anksiyete Bozuklukları. İstanbul: Turgut Yayıncılık
• Boyle, J. D.&Radocy, R. E. (1987). Measurement and evaluation of musical experiences. New York: Schirmer Books.
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., Demirel, F. (2012). Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi Yayınları.
• Chlan, L. (1998). Effectiveness of a music therapy intervention on relaxation and anxiety for patients receiving ventilatory assistance. Heart & Lung: The Journal of Acute and Critical Care, 27(3), 169-176. doi:10.1016/S0147-9563(98)90004-8
• Colman, A. M. (2009). A dictionary of psychology. Oxford University Press, USA.
• Colwell, R. (1970). MAT: Music achievement tests 1 and 2: Interpretive manual. Follett Educational Corporation.
• Colwell, R. (1979). Silver Burdett music competency tests: Teacher's guide. Silver Burdett.
• Çeşit, C., Ece, A. S., & Kafadar, H. (2012). Research into Problem Solving Abilities and Self-Esteem Levels of High School Students Who Have Taken Art Education and Who Have Not (with the Example of the province-Bolu).International Online Journal of Educational Sciences, 4(3).
• Çevik Kılıç, D. B.& Gür, H. (2015). An investigation of the different variables of classroom and music teacher trainees’s self-esteem relating to musıcal talent. NWSA Fine Arts, 10(3), 212-224. doi:10.12739/NWSA.2015.10.3.1C0643
• Dalkıran, E. (2015). Analysis of the relationship between the self-assessment and examination performance and test performance effect of test anxiety. International Journal of Social Sciences and Education Research, 1(4), 1371-1382.
• Doğan, U. &İskender, M. (2015) The functionality of a psycho-education programme for reducing music performance anxiety among students at high school of fine arts. Kastamonu Journal of Education, 23(1), 311-328.
• Drake, R. M. (1957). Manual for the Drake musical aptitude tests. Science Research Associates.
• Ece, A. S. (2007). The Reflection of Points and Coefficients Taken as Criteria for Special Competence Exams on the Candidates from and out of the Field (Comparative Situation Determination). Mehmet Akif Ersoy Eğitim Fakültesi Dergisi, 8(3), 121-132.
• Ece, A. Serkan ve Sazak, N. (2006, 26-28 Nisan). Özel yetenek sınavlarında ÖSS & AOÖB puanlarının yerleştirme puanları içerisindeki yeri ve adayların ÖSS puanları ile akademik ortalamaları arasındaki ilişkilerin incelenmesi (AİBÜ örneği). Ulusal Müzik Eğitimi Sempozyomu’nda sunuldu, Denizli.
• Ece, A.S.& Kaplan, S. (2008). The examinatİon of relations between the musical perception (listening, reading, writing) and sound - instrument skills from different perspectives. Kastamonu Journal of Education, 16(1), 285-296.
• Efe, İ. (2006). Türkiye’deki Müzik Öğretmenliği Lisans Programlarına Yönelik Uygulanan Giriş Sınavlarındaki Farklı Ölçme Yaklaşımlarının İncelenmesi. Unpublished master thesis, Gazi University Institute of Education Sciences, Ankara.
• Ekinci, H. (2013). The investigation self-reliance perceptions releated to soloist stage performance of music teacher candidates according to variables. Mehmet Akif Ersoy Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 2(2), 52-64.
• El-Anzi, F. O. (2005). Academic achievement and its relationship with anxiety, self-esteem, optimism, and pessimism in Kuwaiti students. Social Behavior and Personality: an international journal, 33(1), 95-104. doi:10.2224/sbp.2005.33.1.95
• Elliott, D. (1993). The effects of music and muscle relaxation on patient anxiety in a coronary care unit. Heart & lung: the journal of critical care, 23(1), 27-35.
• Ergen, D.& Bilen, S. (2010). The effect of elementary-level violin education based on playing with accompaniment on intonation, self-confidence and attitude. Batı Anadolu Eğitim Bilimleri Dergisi, 1(1), 23-32.
• Examining anxiety level of candidate for private aptitude/entrance test of department of music education according to various variables. The Journal of SAU Education Faculty, 18, 147-166.
• Fisher, M., Schneider, M., Pegler, C., & Napolitano, B. (1991). Eating attitudes, health-risk behaviors, self-esteem, and anxiety among adolescent females in a suburban high school. Journal of Adolescent Health, 12(5), 377-384. doi:10.1016/0197-0070(91)90051-M
• Gaston, E. T. (1959). A test of musicality. Odell's Instrumental Service.
• George, D., & Mallery, P. (2012). IBM SPSS Statistics 19 Step by Step. Boston, Mass: Pearson.
• Gooding, L. F., & Standley, J. M. (2010). The effect of music therapy exposure and observation condition on analytical clinical skills and self-confidence levels in pre-intern music therapy students. Music Therapy Perspectives, 28(2), 140-146. doi: 10.1093/mtp/28.2.140
• Gordon, E. E. (1965). Musical aptitude profile. Houghton Mifflin.
• Gordon, E. E. (1970). Iowa test of Music Literacy. Chicago: G.I.A. Publications.
• Gordon, E. E. (1979, 1986). Primary measures of music audiation (kindergarten-grade 3) and the intermediate measures of music audiation (Grade 1-Grade 6). Chicago: G.I.A. Publications.
• Gordon, E. E. (1979,1986). Primary measures of music audiation (kindergarten-grade 3) and the Intermediate Measures of Music Audiation (Grade 1-Grade 6). Chicago: G.I.A. Publications.
• Gordon, E. E. (1989). Manual for the advanced measures of music audation. Chicago: G.I.A. Publications.
• Gordon, E. E. (1995). Musical aptitude profile. Chicago, IL: GIA.
• Gursen Otacioglu, S. (2008). Prospective Teachers' Problem Solving Skills and Self-Confidence Levels. Educational Sciences: Theory and Practice, 8(3), 915-923.
• Güdek, B. (2009). Examining anxiety level of candidate for private aptitude/entrance test of department of music education according to various variables. The Journal of SAU Education Faculty, 18, 147-166.
• Hamel, W. J. (2001). The effects of music intervention on anxiety in the patient waiting for cardiac catheterization. Intensive and critical care nursing, 17(5), 279-285. doi:10.1054/iccn.2001.1594
• İnönü Üniversitesi. (2015). Eğitim Fakültesi Güzel Sanatlar Eğitimi Bölümü Müzik Öğretmenliği Programı Ön Kayıt ve Yetenek Sınavları Kılavuzu. Malatya: İnönü Üniversitesi.
• Kalaycı, Ş. (2010). SPSS Uygulamalı Çok Değişkenli İstatistik Teknikleri. Asil Yayın Dağıtım, İstanbul.
• Karasar, N. (2007). Bilimsel Araştırma Yöntemi. (17. Basım). Ankara: Nobel Yayın Dağıtım.
• Kenow, L. J., & Williams, J. M. (1992). Relationship between anxiety, self-confidence, and evaluation of coaching behaviors. Sport Psychologist, 6, 344-357.
• Koivula, N., Hassmén, P., & Fallby, J. (2002). Self-esteem and perfectionism in elite athletes: Effects on competitive anxiety and self-confidence. Personality and individual differences, 32(5), 865-875. doi:10.1016/S0191-8869(01)00092-7
• Köklü, N., Büyüköztürk, Ş., & Çokluk-Bökeoğlu, Ö. (2007). Sosyal bilimler için istatistik. Pegem A Yayıncılık.
• Krane, V., & Williams, J. (1987). Performance and somatic anxiety, cognitive anxiety, and confidence changes prior to competition. Journal of Sport Behavior, 10(1), 47.
• Kugle, C. L., Clements, R. O., & Powell, P. M. (1983). Level and stability of self-esteem in relation to academic behavior of second graders. Journal of Personality and Social Psychology, 44(1), 201. doi: 10.1037/0022-3514.44.1.201
• Kurtuldu, K. (2009). Attitudes of piano students of department of music teaching towards examination anxiety. Fırat University Journal of Social Sciences, 19(2), 107-126.
• Kuzgun, Y. (2003). Meslek Rehberliği ve Danışmanlığına Giriş. Ankara: Nobel Yayın Dağıtım.
• Kwalwasser, J.&Dykema, P. W. (1930). KD Music Tests: Manual of Directions. C. Fischer, Incorporated.
• Lekarczyk, D. T., & Hill, K. T. (1969). Self-esteem, test anxiety, stress, and verbal learning. Developmental Psychology, 1(2), 147. doi: 10.1037/h0027009
• Liebert, R. M., & Morris, L. W. (1967). Cognitive and emotional components of test anxiety: A distinction and some initial data. Psychological reports, 20(3), 975-978. doi: 10.2466/pr0.1967.20.3.975
• Moore, E.C. (1954). Leblanc music talent quiz. G. Leblanc Company, Kenosha, Wis.
• Nacakcı, Z.&Dalkıran, E. (2011). Music education students’ anxiety of individual instrument exam. Mehmet Akif Ersoy Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 3(5), 46-56.
• Napoli, V., Killbride, J. M.&Tebbs, D. E. (1992). Adjustment and Growth in a Changing World. (Forth Edition), West Publishing Company, USA.
• Olesch, S. M. (1994). Enhancing the self-esteem of mildly retarded adult females through dance treatment. Adler School of Professional Phsycology. UMI No: 9434620.
• Otacıoğlu G., S. (2006). Müzik öğretmeni yetiştiren kurumlarda müzik eğitimi alan öğretmen adaylarının, müzikal algı ve özgüvenleri ile okul ve çalgı başarı düzeyleri arasındaki ilişki. Pamukkale Üniversitesi Eğitim Fakültesi Ulusal Müzik Eğitimi Sempozyumu Bildiri Kitabı, 497-508.
• Öner, N. (1990). Sınav kaygısı envanteri el kitabı. İstanbul: Yöret Yayınları.
• Özevin Tokinan, B. & Bilen, S. (2011). The effects of creative dancing activities on motivation, self-esteem, self-efficacy and dancing performance. Hacettepe University Journal of Education, 40(40), 363-374.
• Özevin Tokinan, B. (2008). The effects of creative dancing activities on motivation, self-esteem, self-efiicacy and dancing performance. Unpublished phd dissertation, Dokuz Eylül University Institute of Education Sciences, İzmir.
• Palancı, M., Dinç, Z. A.,&Doğan, U. (2015).Music Performance Anxiety Scale for College Students: Adaptation Study. Uşak University Journal of Social Sciences, 8(2), 155-166. doi: 10.12780/uusbd.97469
• Pan-American Band Instruments (1951). Music aptitude test. Pan-American Band Instruments.
• Peleg, O. (2009). Test anxiety, academic achievement, and self-esteem among Arab adolescents with and without learning disabilities. Learning Disability Quarterly, 32(1), 11-20. doi: 10.2307/25474659
• Piji Küçük, D. (2010). Assessment of relation between test anxiety, self-esteem and success in instrument for candidates of music teacher. Journal of Kirsehir Education Faculty, 11(3), 37-50.
• Rawson, H. E. (1992). The interrelationship of measures of manifest anxiety, self-esteem, locus of control, and depression in children with behavior problems. Journal of Psychoeducational Assessment, 10(4), 319-329. doi: 10.1177/073428299201000402
• Rosenberg, M. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton University Press.
• Sağer, T. (2007). Assessment of success of students who graduate from music departments at anatolian fıne arts high schools in entrance exams of universıty music departments and comparison with candidates from regular high schools. Gaziosmanpaşa Üniversitesi Sosyal Bilimler Araştırmaları Dergisi, 2(2), 212-221.
• Sağer, T., Zahal, O.&Gürpınar, E. (2015). Relatİon between cognitive flexibility with examination achievement who enter the special ability exam. The Journal of Academic Social Sciences Studies, 41, 1-25. doi: 10.9761/JASSS3124.
• Sağer, T., Zahal, O.&Gürpınar, E.(2013) The examination of the relationship between YGS scores and music field scores in music teaching programme with special talent examination. International Journal of Human Sciences, 10(1), 541-554.
• Sarason, I. G. (1984). Stress, anxiety, and cognitive interference: reactions to tests. Journal of personality and social psychology, 46(4), 929. doi:10.1037/0022-3514.46.4.929.
• Sazak, N., & Ece, A. (2004). Özel Yetenek Sınavına Giren Lise Öğrencilerinin Kaygı Düzeylerinin ncelenmesi. Süleyman Demirel Üniversitesi Eğitim Fakültesi Dergisi, 5(8), 102-113.
• Sazak, N., & Ece, S. (2004). Bolu Anadolu güzel sanatlar lisesi öğrencilerinin öss ve özel yetenek sınavlarına yönelik kaygıları. Musiki Muallim Mektebinden Günümüze Müzik Öğretmeni Yetiştirme Sempozyumu, 7-10.
• Sazak, N.,&Ece, S. (2004). Bolu Anadolu güzel sanatlar lisesi öğrencilerinin öss ve özel yetenek sınavlarına yönelik kaygıları. Musiki Muallim Mektebinden Günümüze Müzik Öğretmeni Yetiştirme Sempozyumu, 7-10.
• Seashore, C. E. (1919). Manual of instructions and interpretations for measures of musical talent. Columbia Graphophone Company.
• Seddon, F., & Biasutti, M. (2008). Non-music specialist trainee primary school teachers’ confidence in teaching music in the classroom. Music Education Research, 10(3), 403-421. doi:10.1080/14613800802280159
• Sezer, F. (2009). The effect of music therapy at psychological symptom, anger and examination anxiety. Unpublished phd thesis, Atatürk University Institute of Social Sciences, Erzurum.
• Sinden, L. M. (1999). Music performance anxiety: Contributions of perfectionism, coping style, self-efficacy, and self-esteem (Doctoral dissertation, ProQuest Information & Learning).
• Spielberger, C. D. (1972). Conceptual and methodological issues in anxiety research. Anxiety: Current trends in theory and research, 2, 481-493.
• Spielberger, C. D. (Ed)&Vagg, P. R. (Ed), (1995). Test anxiety: Theory, assessment, and treatment. Series in clinical and community psychology., (pp. 3-14). Philadelphia, PA, US: Taylor & Francis, xv.
• Tabachnick, B. G.,&Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston: Allynand Bacon.
• Tankız, K.D. (2011). An investigation about achievement levels of candidates applied special ability exam of music education program. Unpublished master thesis, Gazi University, Institute of Education Sciences, Malatya.
• Tarman, S. (2002). Reliability and validity assesment and evaluation of Gazi University department of music education "enterence-musical aptitude exams”. Unpublished phd dissertation, Gazi University, Institute of Education Sciences, Ankara.
• Theodorakou, K., & Zervas, Y. (2003). The effects of the creative movement teaching method and the traditional teaching method on elementary school children's self-esteem. Sport, Education and Society, 8(1), 91-104. doi:10.1080/1357332032000050088
• Thomas, O., Hanton, S., & Maynard, I. (2004). Temporal aspects of competitive anxiety and self-confidence as a function of anxiety perceptions. Psychology of Sport and Exercise, 5(2), 169-181. doi:10.1016/S1469-0292(02)00042-0
• Tilson, M.T. (1941). The Tilson-Gretsch musical aptitude test. Fred Gretsch Company.
• Venesile, J. A. (1992). The relationship among personality characteristics, self-esteem, and music teaching behaviors in prospective elementary classroom teachers (Doctoral dissertation, Case Western Reserve University).
• Viggiano, F.A. (1975). Music listening evaluation form. Wm. C. Brow.
• Wachelka, D., & Katz, R. C. (1999). Reducing test anxiety and improving academic self-esteem in high school and college students with learning disabilities. Journal of behavior therapy and experimental psychiatry, 30(3), 191-198. doi:10.1016/S0005-7916(99)00024-5
• Watkins, J. G., & Farnum, S. E. (1954). The Watkins-Farnum Performance Scale: A standardized achievement test for all band instruments. Hal Leonard Music, Incorporated.
• Wehr-Flowers, E. (2006). Differences between male and female students' confidence, anxiety, and attitude toward learning jazz improvisation. Journal of Research in Music Education, 54(4), 337-349. doi: 10.1177/002242940605400406
• White, J. M. (1999). Effects of relaxing music on cardiac autonomic balance and anxiety after acute myocardial infarction. American Journal of Critical Care, 8(4), 220.
• Wilson, N. H., & Rotter, J. C. (1986). Anxiety management training and study skills counseling for students on self-esteem and test anxiety and performance. The School Counselor, 34(1), 18-31.
• Wing, H. D. (1970). Standardized tests of musical intelligence. NFER-Nelson Publishing Company.
• Winter, M. J., Paskin, S., & Baker, T. (1994). Music reduces stress and anxiety of patients in the surgical holding area. Journal of post anesthesia nursing, 9(6), 340-343.
• Wong, H. L. C., Lopez-Nahas, V., & Molassiotis, A. (2001). Effects of music therapy on anxiety in ventilator-dependent patients. Heart & Lung: The journal of acute and critical care, 30(5), 376-387. doi:10.1067/mhl.2001.118302
• Woolfolk, A. (1995). Educational psychology (6th ed.). Boston: Allyn & Bacon.
• Yağcı, U. (2009). The evaluation of category of musical audition-perception in the special ability entrance examinations for the students of music departments of anatolian fine arts high schools in Turkey. Unpublished phd dissertation, Gazi University Institute of Education Sciences, Ankara.
• Yokuş, H., Yokuş, T.,&Kalaycıoğlu, Ş. G. (2013). The relationship between the perception of the teaching profession of music teacher potential candidates and their success in music special aptitude test. NWSA Fine Arts, 8(1), 90-102.
• Zahal, O. (2014). Relation between learning styles and cognitive flexibility with examination achievement who enter the special ability exam. Unpublished phd thesis, İnönü University Institute of Education Sciences, Malatya.
• Zeidner, M., & Schleyer, E. J. (1999). The effects of educational context on individual difference variables, self-perceptions of giftedness, and school attitudes in gifted adolescents. Journal of Youth and Adolescence, 28(6), 687-703. doi: 10.1023/A:1021687500828