The purpose of this study is to determine the instrument performance self-efficacy belief levels of vocational music education students and to investigate whether they differ according to various variables. The research is quantitative research based on a descriptive model. Therefore, the relational survey method, one of the non-experimental quantitative research types, was employed in the research. The study data were acquired from 255 people who received vocational music education at Atatürk University. “The Instrument Performance Self-Efficacy Belief Scale” and personal information form were applied as data collection tools for the research. The frequency and percentage methods among descriptive statistical methods, and the t-test and ANOVA methods among predictive statistical methods were employed in order to analyze the acquired data. The research concluded that the general self-efficacy beliefs of the students on instrument performance were high. According to the sub-dimensions, on the other hand, it was observed that the level of self-efficacy was high, the level of self-inefficacy was low, and the psychological indicators were moderate. High scores from the self-efficacy sub-dimension and low scores from the self-inefficacy sub-dimension support that students regard themselves as highly competent. Furthermore, it can be suggested that the moderate scores obtained from the sub-dimension of psychological indicators that express negative emotions such as anxiety, fear, agitation, nervousness/tension may indicate that the students have nonignorable concerns about performance even though they consider themselves as competent. Further studies can investigate the relationships (cause-effect) between sociodemographic and/or pedagogical variables and self-efficacy.


Vocational music education, instrument training, performance, self-efficacy/incompetence