Examining of the relationship between self-efficacy beliefs and study approaches of preservice music teachers by a variety of variables and determining the correlation between them.

The self-efficacy belief and studying approaches of the pre-service teachers are important in terms of their academic and professional lives. In this sense, the self-efficacy belief and studying approaches of the pre-service music teachers might affect their professional lives. In accordance with these details, to determine the levels of self-efficacy belief and the points of studying approaches, to examine the relation between these two and to examine it in terms of several independent variables are aimed in this study. The quantitive investigation method is adopted in this research. The data of the research has been obtained from 500 students studying in the department of music education of the universities in Istanbul, Trabzon, Çanakkale, Erzincan, Bolu and Malatya in the spring term of the 2012-2013 academic year. The scale of the self-efficacy of a pre-service music teacher was used to determine the self-efficacy beliefs of the pre-service teachers, and the scale of studying approaches was used to determine their studying approaches. The quantitive approach has been adopted in analyzing the data obtained and the SPSS 17,0 software has been used in the analyzing process. When the data about their self-efficacy beliefs was examined, it was seen that the general efficacy beliefs of the pre-service music teachers in music education were high and all sub dimensions of the scale supported this result. When the points about the profound and superficial approaches which are the studying approaches of the pre-service music teachers were examined, it was seen that the points of both of the approaches were above the average in condition that the point of the profound approach was a little higher than the point of the superficial approach. When the relation between the studying approaches and self-efficacy beliefs of the pre-service teachers was examined, a positive relation at low level statistically was identified in the sub dimension of the profound approach. When the self-efficacy beliefs were examined in terms of the independent variables, it was identified that there was not a big difference statistically between it and the factors of age, sex, class and high school, and that there was a significant difference between it and the factors that whether he/she chose willingly, whether he/she wanted to be a music teacher or academician. When the studying approaches were examined in terms of the independent variables, not a big difference was found statistically between it and the factors of age, class and his/her choice about studying this department, and his/her wish about being a music teacher, but significant differences were identified in the factors of sex, high school type and his/her wish about being an academician. In the discussing and conclusion part, the evidences obtained without a research were discussed, and the contributions of the results to the field and other studies were specified, and its similarities and differences with other studies in the same field were presented, and then we tried to focus on the reasons of these similarities and differences. In the suggestions part of the study, we made suggestions based on the results of the study and about other studies that may be produced. Key Words: Self-Efficacy Beliefs, Studying Approaches, Pre-service Music Teachers, Teaching Music.