Investigation of music teacher candidates' self-regulation skills and motivations for the success of individual instrument course

The aim of this research is to determine the level of self-regulation skills and motivation of music teacher candidates for individual instrument lesson success. The research is a descriptive study and designed in relational scanning model. The universe of the research consists of students studying at the Fine Arts Education Department, Music Education Departments affiliated to the Education Faculties of universities in Turkey. The sample consists of students studying in Music Education Departments of Fine Arts Education Department of Education Faculties of 12 (twelve) Universities, determined by random assignment method from different regions of Turkey in order to represent the universe as much as possible. The data were collected from the students of Education Faculties, Fine Arts Education Department, Music Education Department, Undergraduate II, Undergraduate III, Undergraduate IV students in Ankara, Bolu, Burdur, Denizli, Malatya, Niğde, Tokat, Trabzon, Sivas, Şanlıurfa, Van and Muğla. In the study, the "Self-Regulated Learning Scale in Instrument Study Process" developed by Özmenteş (2007) was used in order to determine the self-regulation skills of music teacher candidates for individual instrument lessons. In order to determine the motivation levels for individual instrument lessons, the "Individual Instrument Lesson Motivation Scale" developed by Girgin (2014) was used. In line with the findings obtained in the study, a moderate negative correlation was found between the variable "Achievement grade" with a total average of 85.06 for the individual instrument achievement of the music teacher candidates and the amotivation sub-dimension of the individual instrument lesson motivation scale. A positive correlation was found between the success grade variable and the sub-dimensions of success motivation, study motivation and self-regulated learning scale in the instrument study process, which are the sub-dimensions of the individual instrument lesson motivation scale before the performance, during the performance phase and after the performance. When we look at the results of the regression analysis; It was determined that the self-regulated learning scale and the success grade predicted each other at a rate of 18% in the instrument study process. It was found that the amotivation sub-dimension of the individual instrument lesson motivation scale and the success grade predicted each other by 23% with a negative relationship; The other sub-dimension, achievement motivation, predicted the success grade by 20%; It was concluded that motivation to work, which is another sub-dimension, predicted success grade by 10%. When the predictive levels of the individual instrument lesson motivation scale and the self-regulated learning scale in the instrument study process were examined, it was found that the study motivation, which is a sub-dimension of the motivation scale, predicted the self-regulation level at a significant and significant rate with 41%. Achievement motivation, another sub-dimension of the scale, found self-regulation by 33%; On the other hand, it was concluded that amotivation sub-dimension predicted self-regulation negatively by 33%.