THE RELATIONSHIP BETWEEN THE STATE-TRAIT ANXIETY LEVELS AND THE ACADEMIC ACHIEVEMENT OF MUSIC TEACHER CANDIDATES

Abstract

This study aims to test the relationship between state-trait anxiety levels and academic achievement among music teacher candidates. The sample for the study consisted of 80 music teacher candidates who were undergraduate students in the Faculty of Education in Gaziosmanpaşa University during the 2010-2011 academic year. For the purpose of the study, music teacher candidates' anxiety levels were assessed by the State-Trait Anxiety Inventory. Academic achievement scores were acquired from students’ official transcripts and a personal information form was used to gather demographic information. Result of the study revealed a significant relationship between music teacher candidates' levels of trait anxiety and their academic achievement. However, no statistically significant relationship was found between state anxiety levels and academic achievement scores. In addition, there were statistically significant differences in academic grade point averages on the basis of class variable. Juniors’ and seniors’ academic achievement scores were higher than freshmen and sophomores. According to the class variable, there was not any statistically significant difference with regard to state-trait anxiety levels. According to gender, male and female students’ state-trait anxiety levels and academic achievement scores did not differ.

Keywords: State-trait anxiety; music education; music teacher candidate; academic achievement.

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