An evaluation of middle school 7th grade students’ self-efficacy perceptions in music lessons in Turkiye

Abstract

Music education is a fundamental learning domain that supports students’ cognitive, affective, and social development, playing a critical role in the formation of self-efficacy perceptions. The main purpose of this study is to determine the self-efficacy levels of 7th grade middle school students towards music lessons and to examine these levels in terms of various demographic and environmental variables. The research was conducted using the relational survey model, and the data collection process took place during the 2024–2025 academic year. The study population consists of a total of 560 students enrolled in 15 public middle schools. Data were collected through the Music Lesson Self-Efficacy Scale developed by Afacan (2010), and independent samples t-test, one-way analysis of variance (ANOVA), and Pearson correlation techniques were employed in the analyses. Findings indicate that students’ self-efficacy perceptions regarding music lessons are generally at a moderate-to-high level. In particular, students demonstrated high confidence in practice-based dimensions such as playing instruments, singing, musical creativity, and melodic memory. Variables such as gender, the presence of family members interested in music, participation in musical activities, type of teacher, type of instrument, and family support significantly influenced self-efficacy perceptions, whereas indirect environmental variables such as parental occupation, income level, and preschool education had limited effects. The findings were evaluated within the framework of Bandura’s self-efficacy theory, revealing that mastery experiences, social modeling, verbal persuasion, and emotional states shape students’ musical self-efficacy perceptions. In this context, it is recommended to encourage practice-based learning processes and to strengthen support from family and school environments to foster students’ musical development. In conclusion, the study highlights that both pedagogical and social factors should be considered together for the development of self-efficacy in music education.