The relationship between self-efficacy in piano performance and cognitive flexibility levels of pre-service music teachers

This study was conducted to determine the relationship between self-efficacy in piano performance and cognitive flexibility levels of pre-service music teachers. The research also aims to determine whether the above variables differ according to various demographic characteristics. The sample of this research, which is realized with the relational survey model among the quantitative research methods, consists of 124 students, 75 of whom are girls and 49 of which are boys, who study at Bolu Abant Izzet Baysal University Faculty of Education, Department of Music Education. In order to collect the data of the study, Self-efficacy Scale of Piano Performance, Cognitive Flexibility Inventory and a demographic information questionnaire were applied to pre-service music teachers. To analyze the data, Pearson correlation coefficient, t test for independent samples, one-way analysis of variance (ANOVA) and Scheffe method were used. The results revealed that there was a moderately positive and significant relationship between pre-service music teachers' self-efficacy in piano performance and cognitive flexibility levels. In addition, while there was a significant difference in piano performance self-efficacy according to gender, class level and working hours, there was no significant difference according to the year of birth, the status of having the piano at home, the status of daily piano practice and the status of being a musician in the family. Finally, it was determined that the cognitive flexibility levels of the pre-service music teachers revealed a significant difference according to the working hours while it was also determined that there was no significant difference according to gender, year of birth, status of having a piano at home, working piano every day and being a musician in the family.