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The sample includes 130 distance-learning students from Zonguldak Bülent Ecevit University State Conservatory. Quantitative data use the Computer Self-Efficacy Perception Scale by Aşkar and Umay, while academic success scores come from correspondence with conservatory administration. Analysis applies t-test, ANOVA, and correlation/regression. Findings show a positive, significant, moderate relationship; self-efficacy predicts academic success and explains 30.2% of variance, while gender, branch, age, and class show no significant effects.",{"@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/relationship-between-computer-use-related-self-efficacy-perceptions-and-academic-success-of-conservatory-students-during-distance-education-in-the-covid-19-pandemic/591103/",{"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/relationship-between-computer-use-related-self-efficacy-perceptions-and-academic-success-of-conservatory-students-during-distance-education-in-the-covid-19-pandemic/591103.png","ImageObject",300,407,{"name":92,"@type":93},"McQueen","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","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 main purpose of the research?","Question",{"text":112,"@type":113},"To determine the relationship between computer use related self-efficacy perceptions and academic success of conservatory students in distance education during the COVID-19 pandemic.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are the data and academic success scores collected?",{"text":117,"@type":113},"Computer self-efficacy perceptions are measured using the Computer Self-Efficacy Perception Scale by Aşkar and Umay, and academic success scores are obtained through correspondence with the conservatory administration. Demographic variables are collected via a researcher-prepared form.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the results indicate about the relationship between self-efficacy and achievement?",{"text":121,"@type":113},"A positive, significant, moderate relationship exists between computer self-efficacy perceptions and academic success. Self-efficacy perceptions predict academic success and explain 30.2% of the academic success score variance.","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},591103,1792165657,{"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":34,"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,"preview_page_count":4},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","African Educational Research Journal Vol. 9(3), pp. 800-806, September 2021  \nDOI: 10. 30918/AERJ.93.21.114 ISSN: 2354-2160  \nFull Length Research Paper  \nRelationship between computer use related selfefficacy perceptions and academic success of conservatory students during distance education in the COVID-19 pandemic  \nHacer Mohan Kömürcü  \nDepartment of Music, State Conservatory, Zonguldak Bülent Ecevit University, İncirharmanı Campus, Kozlu, Zonguldak, Turkey.  \nAccepted 7 September, 2021  \n\n| ABSTRACT\u003Cbr>This research aims to determine the relationship between the computer use related self-efficacy perceptions and academic success of conservatory students in distance education during the COVID-19 pandemic. The sample group of the study consists of 130 students who received distance education at Zonguldak Bülent Ecevit University State Conservatory during the COVID-19 pandemic. The quantitative data of the study were obtained via the \"Computer Self-Efficacy Perception Scale\" developed by Aşkar and Umay, and the academic success scores were obtained through correspondence with the conservatory administration. The demographic characteristics of the participants including gender, branch, age, and class information in the sample group were collected through a form prepared by the researcher. SPSS 21.0 program was used in the analysis of the research data. The data was analysed using a t-test, ANOVA and correlation and regression analyses. According to the results of the research, there is a positive, significant, and moderate relationship between conservatory students' computer self-efficacy perceptionsand their academic success scores in distance education. The current study revealed that conservatory students' computer self-efficacy perceptions are a predictor of the academic success scores in distance education and can explain 30.2% of the academic success score. Gender, branch, age, and class variables do not have a significant effect on academic success scores and computer self-efficacy perceptions.\u003Cbr>Keywords: Music, music education, conservatory, computer self-efficacy perception, academic success. |\n| --- |\n| *Corresponding author. E-mail: [hacermohan@gmail.com. Tel:](hacermohan@gmail.com. Tel:) +90(555)3083098 . Fax +90(372)2667492 . |\n\nINTRODUCTION  \nMany global developments in the world are not only limited to the geography in which they occur but also affect the entire world. One of the developments that caused multidimensional problems in almost every field by affecting the whole world is the Covid-19 pandemic. The disease, named Covid-19, is an infectious disease caused by Coronavirus-2, leading to the severe acute respiratory syndrome. The first data on the disease began to come from Wuhan, China, in December 2019 (Yang et al. , 2020) . Coronavirus-2 (SARS-2, CoV-2) virus was identified on January 13, 2020 , as a result of  \nstudies conducted on a series of patients with respiratory tract disorders such as shortness of breath, high fever, cough. On February 11, 2020, the name of the disease was determined by WHO as Covid-19 (Hasöksüz et al. , 2020) . After the infectious disease spread rapidly in China and then all over the world, Covid 19 disease was declared as a global epidemic, that is, a pandemic by the  \nWorld Health Organization (WHO) on March 11, 2020.  \nWith the rapid spread of the disease and increasing death rates, the devastating effects of the global epidemic have had their impact all over the world. States  \nKömürcü 801  \nhave had to take various measures in every field to protect themselves from this destructive effect. The initial measures were to prevent people from physically gathering and to apply various restrictions to prevent transmission. Education is one of the areas most affected by these restrictions and measures. According to the data of WHO (2020) and UNESCO (2020), 191 countries have suspended the face-to-face activities of formal education institutions at the national and local level","cbCaivUJzPhvY3hG","https://ap.wps.com/l/cbCaivUJzPhvY3hG","pdf",200703,"English","# Introduction\n## COVID-19 and education disruption\n## Distance education concept and development\n## Distance education models and challenges","[{\"question\":\"What is the main purpose of the research?\",\"answer\":\"To determine the relationship between computer use related self-efficacy perceptions and academic success of conservatory students in distance education during the COVID-19 pandemic.\"},{\"question\":\"How are the data and academic success scores collected?\",\"answer\":\"Computer self-efficacy perceptions are measured using the Computer Self-Efficacy Perception Scale by Aşkar and Umay, and academic success scores are obtained through correspondence with the conservatory administration. Demographic variables are collected via a researcher-prepared form.\"},{\"question\":\"What do the results indicate about the relationship between self-efficacy and achievement?\",\"answer\":\"A positive, significant, moderate relationship exists between computer self-efficacy perceptions and academic success. Self-efficacy perceptions predict academic success and explain 30.2% of the academic success score variance.\"}]","Relationship between Computer Use Related Self-Efficacy Perceptions and Academic Success of Conservatory Students during Distance Education in the COVID-19 Pandemic | PDF",1792071130,18]