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    A structural equation model of preschool teacher candidates' self-efficacy beliefs for music teaching: The role of academic and preschool teaching self-efficacy
    (Sage Publications Ltd, 2025) Sen, Cagri
    This study sought to explore the interrelationships between preschool teacher candidates' self-efficacy in music teaching, their academic self-efficacy and their self-efficacy in preschool teaching. A review of the relevant literature was conducted, and Structural Equation Modeling was used to examine the relationships between variables. The study sample comprised 425 preschool teacher candidates. The findings indicated that academic self-efficacy significantly and positively predicted both preschool teaching self-efficacy and music teaching self-efficacy. Additionally, preschool teaching self-efficacy emerged as a significant positive predictor of music teaching self-efficacy. Notably, preschool teaching self-efficacy was identified as the strongest predictor of music teaching self-efficacy. Furthermore, preschool teaching self-efficacy was found to mediate the relationship between academic self-efficacy and music teaching self-efficacy. Theoretical implications suggest that the music teaching self-efficacy beliefs of preschool teacher candidates, who are also responsible for providing music education, are positively related to their academic self-efficacy and preschool teaching self-efficacy. However, further research is needed that addresses other variables with the potential to predict music teaching self-efficacy.
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    Exploring choral engagement and psychosocial well-being in later life: one-year qualitative insights from the university of the third age
    (Routledge Journals, Taylor & Francis Ltd, 2026) Sen, Cagri
    This study explores older adults' experiences of amateur choir participation within the University of the Third Age (U3A) programme in T & uuml;rkiye, with a particular focus on its perceived contributions to their emotional, social, and musical lives. A qualitative approach grounded in participants' lived experiences was adopted, enabling semi-structured interviews with 20 participants of an average age of 66. Findings indicate that choir participation extends beyond a mere musical activity; participants reported stronger social ties, enhanced emotional well-being, increased self-confidence, and a sense of belonging. Participants reported increased social interactions, reduced stress levels, and heightened productivity. Furthermore, the choir offered intellectual stimulation and a structured learning environment, contributing to psychosocial development. The study highlights how choir participation fosters lifelong learning through structured social and musical engagement, aligning with broader adult education goals. Rather than positioning choir singing as inherently distinct from other group activities, this study emphasises the value of structured music programmes for older adults within lifelong learning contexts. It highlights how choir participation can support social engagement and well-being in later life and underscores the importance of expanding accessible choir opportunities.