Investigation of Conservatory Students’ Perceptions of Success, Motivation and Self-Efficiency in the Field of Voice Training in Terms of Psychosocial Development Levels

Abstract

Conservatory education encompasses an intensive and disciplined process that holistically addresses the artistic, technical and psychosocial development of individuals. Vocal education, an important component of this process, is a multidimensional educational field that shapes not only vocal and interpretative skills but also students’ motivation levels, perceptions of self-efficacy and attitudes towards success. This study aimed to determine findings regarding the changes that occur in their psychosocial development by conducting a comparative examination of the success, self-efficacy perceptions and motivations of students receiving vocal education in conservatory education. The reasons for choosing this field, the levels of success, self-efficacy perceptions and motivations of students receiving vocal education in Western music at conservatories were comparatively examined; at the same time, the effects of these variables on the students’ psychosocial development were evaluated. Within the scope of the research, the relationship between the students’ individual motivation levels, their success orientations and individual study habits was analyzed. The quantitative data obtained in the research were evaluated using statistical analysis techniques and the relationships between the variables were interpreted. According to the data of the study; It was determined that female students had higher course motivation levels than male students, while second- and third-year students’ course success was significantly higher than first-year students. It was also determined that students who graduated from fine arts high schools had higher success in voice training than graduates of other types of high schools. Students who attributed their success to the teacher’s influence were observed to have higher achievement, motivation, and self-efficacy scores compared to other groups. It was understood that not only individual talents but also study discipline, methods, and motivation levels play important roles in students’ success. In this respect, it was concluded that the perception of self-efficacy and motivation levels developed during the vocal training process make a significant difference in the overall success of the education.