The relationship between music teacher candidates' metacognitive learning strategies and academic self-efficacy

In this study, the relationship between music teacher candidates' metacognitive learning strategies and their academic self-efficacy is examined. How individuals manage their own learning methods in learning processes and how effective they are in these processes is an important research area in educational sciences. In particular, music education institutions aim to improve both practical skills and theoretical knowledge of students. In this context, the role of metacognitive learning strategies is of great importance in order to increase the academic success of music teacher candidates and their effectiveness in educational processes. Academic self-efficacy refers to individuals' beliefs that they can successfully complete certain academic tasks. This belief can affect the level of resistance and motivation that students show in the face of difficulties they face. The extent to which music teacher candidates use metacognitive strategies in the process of learning musical performance and theoretical knowledge and the effect of this use on their perceptions of academic self-efficacy are of critical importance for the development of educational methodologies. The purpose and importance of this study can be expressed as analyzing the relationship between these two variables in depth and contributing to the literature in terms of improving music teacher candidates' capacity to cope with the difficulties they face in education. Keywords: Music Teacher Candidates, Metacognitive Learning Strategies, Academic Self-Efficacy