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The study was conducted to establish which variables cause the interrelations between musical self-esteem and performance-anxiety levels of students receiving professional music education at different institutions to vary. In relation to this framework, “musical self-esteem” and “performance anxiety” scores of students registered at the departments of music education, conservatories and music departments in Turkish faculties of fine arts were examined with respect to a set of variables. The population of the research consisted of 306 students from the first, second, third and fourth grades in the departments of Music Education affiliated to Mimar Sinan University, Istanbul University, DoÄŸu Akdeniz University, Marmara University, Kocaeli University, Karadeniz Technical University, Dokuz Eylül University, On Sekiz Mart University and UludaÄŸ University during the fall term of the 2014 to 2015 academic year. In the study, we utilized the Turkish version of the “Kenny Music Performance Anxiety” inventory originated in 1979 by Schmitt to measure Musical Self-esteem levels and subsequently developed by Kenny (2004). One-way variance analysis, independent group t-test, Mann Witney U and Kruskal-Wallis tests were harnessed to analyze the variables of research data in terms of frequency (f), percentage (%), musical self-esteem and music performance anxiety inventory scores that varied with respect to variables such as ( ) and (sd) values, gender, age, university and individual instrument at school. In all these processes “significance level 0.05” was the agreed figure. Key words: Music education, musical self-esteem, music performance anxiety.
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