Motivation, Self-Efficacy and Attitude as Predictors of Burnout in Musical Instrument Education in Fine Arts High Schools

This study aims to investigate fine arts high school students’ motivation toward musical instrument education, musical instrument performance self-efficacy beliefs and attitudes as predictors of burnout. In this study, fine arts high school students’ levels of, and the relationships among motivation toward musical instrument education, their musical instrument performance self-efficacy beliefs, attitudes, and burnout were investigated. Research Methods: This study was designed as a predictor relational survey study and conducted with a total of 401 fine arts high school students during the 2015-2016 academic year. Findings: The results revealed that students’ burnout levels were low, their motivation level was high, their level of musical instrument performance self-efficacy beliefs was middle, and their attitude level was high. The results also showed a negative significant relationship between students’ motivation toward instrument education, their musical instrument performance self-efficacy beliefs, attitudes, and burnout. The fine arts high school students’ motivation toward instrument education, their musical instrument performance self-efficacy beliefs, and attitudes were found to be significant predictors for their burnout. Implications for Research and Practice: The researchers in this study recommend that further studies should be conducted to determine the predictive power of other affective variables on student burnout levels to provide new insights into the literature. Given that existing Turkish literature in the field of burnout in music education has mostly focused on music teachers and preservice music teachers, burnout among music education students among different institutions is an area that demands further investigation.