An Investigation of Pre-Service Music Teachers’ Self-Regulatory Skills

Yavuz Selim Kaleli
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Abstract


Self-regulatory skill is one of the important factors affecting academic orientation and performance of learners at all levels in learning-teaching processes. The aim of this study is to compare the self-regulatory skills of pre-service teachers studying in music education departments based on the variables of gender, class, overall achievement and performance in individual instruments lessons. The study was conducted with 198 Pre-service Music Teachers studying at Necmettin Erbakan University and Gazi University. Data were collected by using Academic Self-regulatory Skills Scale. Research findings showed that pre-service music teachers’ self-regulatory skills differed based on the variables of year of study, achievement levels in individual instrument lessons and overall academic achievement. It was found that students with high academic achievement levels had effective self-regulatory skills. However, no significant difference was found between the self-regulatory skills of male and female pre-service music teachers.

Keywords


Pre-service music teachers, Self-Regulatory skills, Gender, Achievement levels

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References


Kaleli, Y. S. (2021). An investigation of pre-service music teachers’ self-regulatory skills. International Journal on Social and Education Sciences (IJonSES), 3(3), 548-562. https://doi.org/10.46328/ijonses.226




DOI: https://doi.org/10.46328/ijonses.226

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International Journal on Social and Education Sciences (IJonSES) - ISSN: 2688-7061


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Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.