The Effects of Music on Achievement Emotions and Self-Efficacy Beliefs of Students Who Have Different Learning Styles

Yafes Can, Meral Güven
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This study aims to examine the effects of English course with background music on self-efficacy beliefs and achievement emotions of students who have different learning styles and find out what students think about the implementation. For this purpose, the sequential explanatory design was used. To obtain quantitative data, an experimental design, and to collect qualitative data, a semi-structured questionnaire form was applied. The study was carried out with 53 students at a high school in Turkey. During the experiment period, the background music was used in the English course. The study has revealed that using background music leads to a significant diferentiation in the achievement emotions in a positive way but not on self-efficacy beliefs. In terms of learning styles, the implementation has had positive effects on class-related enjoyment of the students with the style of converging and accommodating. In terms of class-related boredom, the implementation has had a positive effect on students having converging learning styles. The data obtained from qualitative processes also has confirmed this. The qualitative data has proved that the implementation is effective on emotions such as happiness, enjoy, excitement, boredom, anger and on motivation, engagement and actively participating. The students generally have supported background music.


Teaching language, Self-efficacy belief, Achievement emotion, Learning style, Music in course

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Can, Y. & Güven, M. (2020). The effects of music on achievement emotions and self-efficacy beliefs of students who have different learning styles. Science, Education, Art and Technology Journal (SEAT Journal), 4(2), 95-113.


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