An Examination of the Relationship Between Academic Self-Confidence and Academic Success of Music Department Students Receiving Piano Education

Abstract

This study examines the relationship between academic self-confidence and academic success among music students receiving piano instruction. Using a quantitative, correlational survey design, data were collected from 71 students at Kırıkkale University Faculty of Fine Arts. The 25-item Academic Self-Confidence Scale, which measures five sub-dimensions, was used alongside students’ grade point averages and piano lesson grades as indicators of academic success. Analyses included descriptive statistics, reliability testing, normality assessment, correlation analyses, and multiple regression. The mean academic self-confidence score was 88.66, with a Cronbach’s alpha of 0.88. Due to non-normality in some variables, Spearman’s rank correlation was used as the primary analysis. Results showed no significant relationship between total academic self-confidence and either grade point average or piano score. While grade point average was significantly associated with academic self-efficacy belief and academic motivation, the low reliability of the academic motivation sub-dimension suggests caution in interpretation. Piano scores were not significantly related to self-confidence or its sub-dimensions. Although the regression model was significant, grade point average and piano score did not independently predict academic self-confidence. These findings suggest that academic self-confidence is not strongly explained by achievement grades in this sample. Future research should consider performance-specific self-efficacy, practice strategies, and performance anxiety when examining piano achievement.