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This study investigates the motivation of music teacher candidates and its relationships with multiple variables in Turkey, at a public university in a city with distinct socio-economic and socio-cultural dynamics. Data from N=86 students were analyzed using frequency/percentage and inferential tests. Results show high motivation in amotivation and success dimensions, high overall motivation, and a positive link between motivation and course success.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/motivation-in-higher-instrumental-education-a-survey-with-music-teacher-candidates-in-turkey/602819/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/motivation-in-higher-instrumental-education-a-survey-with-music-teacher-candidates-in-turkey/602819.png","ImageObject",300,407,{"name":92,"@type":93},"dabgoudw","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the study on motivation in instrumental education?","Question",{"text":112,"@type":113},"The study examines the motivation levels of music teacher candidates and how motivation relates to various variables in the context of instrument training.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the data collected and which analyses were used?",{"text":117,"@type":113},"Data were collected using an advisor database, demographic forms, and a motivation scale for individual instrument courses. Analyses included frequency/percentage distributions, t-test, Mann-Whitney U, ANOVA, Kruskal-Wallis, and Spearman’s correlation.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings about students’ motivation and success?",{"text":121,"@type":113},"Students showed high-level motivation in amotivation and success motivation and medium-level motivation in study motivation. No significant differences appeared by gender, grade level, or high school background, while motivation was higher for those who chose instruments voluntarily and practiced more, and motivation correlated positively with course success.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602819,1792441376,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":41,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747860484,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Motivation in Higher Instrumental Education: A Survey with Music Teacher Candidates in Turkey  \nGökhan ÖZTÜRK1  \nBolu Abant İzzet Baysal University  \nAbstract  \nCurrent research shows that more systematic studies are needed on how or why the motivation phenomenon occurs in musical contexts. Further research with different socio-economic and sociocultural characteristics in different countries and geographical regions may provide important information to help explain the relationship between instrument training and motivation. In this context, the study aims to examine the motivation of a group of music teacher candidates and their relationships with various variables. The study was carried out in Turkey, at a public university and ina city that differs from many others in terms of socio-economic structure and dynamics. The study group consisted of students (N=86) enrolled in the Music Teacher Training Program at the university. The data were collected with the advisor database, demographic data form, and ‘The Motivation Scale for Individual Instrument Course’ developed by Girgin (2015) . To analyze the data, frequency and percentage distribution, t-test, Mann-Whitney U, ANOVA, Kruskal-Wallis, and Spearman’s Correlation were used. The results showed that the students’motivation levels of the individual instrument lesson were high-level in the dimensions of amotivation and success motivation and medium-level in the dimension of study motivation. The general motivation was high-level. There were not any significant differences between the general motivation and the variables of gender, grade level, and graduated high school. On the other hand, it was determined that the motivation scores differed significantly in favor of the groups that choosing the instrument voluntarily and devoted more time to practice the instrument. It was found that there was a positive correlation between motivation and course success. The results were discussed within the framework of the corporate culture and the socio-economic and socio-cultural characteristics of the city and the students.  \nKeywords: Music Teacher Candidates, Musical Instrument Training, Motivation  \nDOI: 10.29329/epasr.2020.270.4  \n1Asst. Prof., Faculty of Fine Arts, Bolu Abant İzzet Baysal University, Bolu, Turkey, ORCID: [https://orcid.org/0000-0002-](https://orcid.org/0000-0002-)[ ](https://orcid.org/0000-0002-)1667-3758  \nCorrespondence: [gokhan.ozturk@ibu.edu.tr](gokhan.ozturk@ibu.edu.tr)  \nIntroduction  \nAlthough there are different classifications (for more detail see Ballantyne & Packer, 2004; MEB, 2008; Uçan, 2006), competence fields of the music teaching profession are classified in four categories: a) content field knowledge, b) musical behavior styles, c) teaching knowledge, and d) teaching professional knowledge (Kalyoncu, 2005) . Instrument training has a significant role in the acquisition of musical behavior styles that have a predominant place in this classification. The act of playing that is at the center of instrument training and base on the brain-body relationship requires interactive use of cognitive, perceptual, operational, and affective skills (Büyükaksoy, 1997; Davidson, Faulkner, & McPherson, 2009; Smith, 2005) . In this sense, instrument training is a‘difficult’ field where the teaching of complex behaviors related to an instrument is targeted.  \nSuccess in instrument training depends on various common factors that are valid for other fields of education. These factors are described as attitude, anxiety, self-confidence, readiness, prelearning, curriculum, learning content, educational environments, teaching materials, teacher, etc.(Feldman, 1997; Ormrod, 2013; Sichivitsa, 2007; Slavin, 2006) . In addition to these factors, especially motivation is another important psychological factor that affects success in instrument training. In this study, the phenomenon of motivation in instrument training in the context of music teacher education is examined. For","cbCaidQqTE6blPyA","https://ap.wps.com/l/cbCaidQqTE6blPyA","pdf",602810,"English","# Abstract\n# Introduction\n## Competence fields in music teaching profession\n## Role of instrument training and psychological factors\n# Theoretical and Conceptual Framework\n## Definitions and classification of motivation\n## Intrinsic and extrinsic motivation","[{\"question\":\"What is the purpose of the study on motivation in instrumental education?\",\"answer\":\"The study examines the motivation levels of music teacher candidates and how motivation relates to various variables in the context of instrument training.\"},{\"question\":\"How was the data collected and which analyses were used?\",\"answer\":\"Data were collected using an advisor database, demographic forms, and a motivation scale for individual instrument courses. Analyses included frequency/percentage distributions, t-test, Mann-Whitney U, ANOVA, Kruskal-Wallis, and Spearman’s correlation.\"},{\"question\":\"What were the main findings about students’ motivation and success?\",\"answer\":\"Students showed high-level motivation in amotivation and success motivation and medium-level motivation in study motivation. No significant differences appeared by gender, grade level, or high school background, while motivation was higher for those who chose instruments voluntarily and practiced more, and motivation correlated positively with course success.\"}]","Motivation in Higher Instrumental Education: A Survey with Music Teacher Candidates in Turkey | PDF",1792095291,76]