INVESTIGATION OF THE RELATIONSHIP BETWEEN MUSICAL EAR TRAINING LESSON ANXIETY AND SELF-ESTEEM LEVELS OF PRE-SERVICE MUSIC TEACHERS

Abstract

Music education can yield favourable outcomes when built upon a strong foundation of auditory training. Therefore, the study aimed to examine the musical ear training lesson anxiety levels and self-esteem levels of the pre-service music teachers in terms of various variables, exploring the relationship between the Musical Ear Training (MET) Lesson anxiety and self-esteem levels of the pre-service music teachers, and determining whether the participants’ self-esteem levels have an impact on their MET Lesson anxiety. The study group of the research consisted of randomly selected 268 pre-service teachers studying in the Music Education Department of 11 state universities in Turkey during the Spring Semester of 2022-2023 academic year. The data were collected using the ‘Musical Ear Training (MET) Lesson Anxiety Scale’ developed by Öztürk and Kalyoncu (2018) and the Self-Esteem Assessment Form developed by Özevin and Bilen (2010). The results revealed that male participants had higher levels of MET lesson anxiety compared to female participants. Additionally, the self-esteem levels of the participants varied significantly based on their grade levels.  It was also found out that anxiety levels of students who graduated from Fine Arts High Schools were found to be higher compared to those who graduated from high schools other than Fine Arts High Schools. Furthermore, the results have demonstrated that the amount of time allocated by participants for musical ear training is associated with significant differences in their MET lesson anxiety. Another significant finding in the research is the presence of a positive and low-level relationship between MET lesson anxiety and self-esteem. The relationship between the predictor variable and the criterion variable has been determined 0.146.