Examining piano-lesson self-efficacy in fine arts high schools in Türkiye

Abstract

This article investigates self-efficacy in the piano course at fine arts high schools within both conceptual and applied frames. Bridging Social Cognitive Theory (Bandura’s four sources), the Expectancy–Value perspective, and a self-regulated learning model with work on deliberate practice and effective feedback, it offers concrete implications for instructional design. Using a cross-sectional survey, the 32-item Piano Lesson Self-Efficacy Scale (Kurtuldu & Bulut, 2017) was administered to 87 students in grades 9–12 at a fine arts high school in Sivas. Exploratory factor analysis pointed to a nine-factor structure; since normality was only partially met, both parametric and nonparametric tests were employed. Findings show that self-efficacy is not unitary but multidimensional: technical skill/focus/transfer and openness to new knowledge/responsibility were relatively strong, whereas theoretical knowledge/independent analysis and technical accuracy/sight-reading lagged. No gender differences emerged. By grade level, ninth graders reported higher perceptions in technical focus/transfer and goal–instruction alignment, while twelfth graders scored higher in theoretical knowledge/independent analysis. Pre–Fine Arts High School music education conferred an advantage only for theoretical knowledge/analysis. Mother’s education level was associated with technical–musical self-assessment and practice discipline; no differences were detected for father’s education. The discussion argues that micro-goal, micro-evidence–oriented deliberate practice and task/process-focused, evidence-based feedback (Hattie & Timperley) strengthen self-efficacy, and that peer modeling, accompaniment/correpetition, and low-stakes recitals can activate Bandura’s four sources concurrently. Policy and practice suggestions include standardizing micro-rubrics and brief timed sight-reading rituals, instituting regular cycles of peer-based activities, and equalizing access to practice rooms and instruments. Limitations include the single-site, cross-sectional, self-report design; future research should triangulate with multi-site, longitudinal designs and performance-based indicators.