The Relationship Between Self-Efficacy in Piano Performance and Cognitive Flexibility Levels of Pre-Service Music Teachers

Abstract

This study was conducted to examine the relationship between music teacher candidates’ piano performance self-efficacy and their cognitive flexibility levels. In addition, it was also investigated whether these variables differ according to various demographic characteristics. The sample of this study, which was conducted using the relational survey model, one of the quantitative research methods, consisted of 124 students (75 female and 49 male) studying at Bolu Abant İzzet Baysal University Faculty of Education, Department of Fine Arts Education, Department of Music Education. The data were collected using the piano self-efficacy scale, cognitive flexibility inventory and personal information form. Pearson correlation coefficient, t-test for independent samples, one-way analysis of variance (ANOVA) and Scheffe method were used to analyze the data. The results showed that there was a moderate, positive and significant relationship between music teacher candidates’ piano performance self-efficacy and their cognitive flexibility levels. In addition, it was found that piano performance self-efficacy differed significantly according to gender, grade level and study hours, but did not differ significantly according to variables such as year of birth, having a piano at home, practicing piano every day and having musicians in the family. Finally, it was determined that the cognitive flexibility levels of prospective music teachers showed a significant difference according to their working hours, but did not show a significant difference according to variables such as gender, year of birth, having a piano at home, practicing piano every day and being a musician in the family. © 2025 The Author(s).