Abstract

This study aims to examine the relation between pre-service music teachers' psychological resilience and academic achievement levels and to determine what variables influence their psychological resilience levels.  The study sample consisted of students enrolled in a music education program in the 2013-2014 academic year (N=333). In respect with the study objective; the psychological resilience levels of students were evaluated using the Psychological Resilience Scale for Adults created by Fribog et al. (2005) and translated into Turkish by Basım and Çetin (2010). Students' demographic characteristics and academic achievement levels were assessed using the Personal Information Form developed by the author. The author conducted the data analysis with the Pearson product-moment correlation coefficient, one-way ANOVA and independent sample t test.  The study results indicated that the psychological resilience levels of pre-service music teachers were high. Additionally, a significant positive relationship was found between their psychological resilience and academic achievement levels. In terms of the gender variable and total scores on psychological resilience, a statistically significant difference was found between the men and women, where more favorable responses were given by the latter in their perception of self, perception of the future and social resources sub-dimensions. No statistically significant difference was found according to graduation type and class level variables. 

Key words: Pre-service music teachers, psychological resilience, academic achievement.