Educational Research and Reviews

  • Abbreviation: Educ. Res. Rev.
  • Language: English
  • ISSN: 1990-3839
  • DOI: 10.5897/ERR
  • Start Year: 2006
  • Published Articles: 2008

Full Length Research Paper

An analysis of students’ self-efficacy and motivation in piano, based on different variables and the reasons for their failure

Hatıce Onuray Egılmez*
  • Hatıce Onuray Egılmez*
  • Music Education Department, Faculty of Education, Uludag University, Turkey.
  • Google Scholar
Doruk Engur
  • Doruk Engur
  • Music Education Department, Faculty of Education, Uludag University, Turkey.
  • Google Scholar

  •  Received: 25 November 2016
  •  Accepted: 18 January 2017
  •  Published: 10 February 2017


In this study, the self-efficacy and motivation of Zeki Muren Fine Arts High School piano students were examined based on different variables as well as the reasons for their failure. The data on their self-efficacy were obtained through self-efficacy scale of piano performance and the data on their motivation were obtained through motivation scale in piano education. ‘The Questionnaire of Reasons for Failure in Piano Education’ was carried out in order to obtain students’ perspective of their failure. The data were examined through t-test, Mann-Whitney U test, one way ANOVA and Pearson Correlation via SPSS 23.00. Students’ thoughts about their failure in piano performances were reported as frequency and percentage. This study reveals the fact that students’ motivation towards piano education (with its sub-dimensions; interest in and willingness to play piano and motivational factors in the piano learning process) and their self-efficacy (with its sub-dimensions; perception of technical level and perception of performance) tend to fall after 10th grade when the class level advances from 10th to 12th. Moreover, achievement grade, motivation and self-efficacy are positively correlated. Although not statistically significant, there are some additional striking results. For instance, male students can overcome stage fright more easily than female students; male students consider themselves more proficient in terms of technical level than female students. Additionally, boarding students have more trouble in managing their stage fright compared to other students, and the students who have musicians in their families perceive their technical skills to be higher than students who do not. Since all possible students were included, this study aims to express the current situation in Zeki Muren Fine Arts High School. However, considering the effect sizes of those findings, this study should be replicated with a larger sample size to get statistically significant results.

Key words: Fine arts high school, piano, motivation, self-efficacy.