An Examination of the Performance Anxiety Levels of Undergraduate Music Teaching Students in the Instrument Exams According to Various Variables (Case of Tokat Province (original) (raw)

Performance anxiety and musical level of undergraduate students in exam situations: The role of gender and musical instrument

Procedia - Social and Behavioral Sciences, 2012

The present study aims to investigate the impact of the performers' gender and chosen musical instrument on the link between performance anxiety and musical level of undergraduate instrumentalists in exam situations. A sample of 130 undergraduate music students was asked to complete The Competitive State Anxiety Inventory CSAI-2 immediately after performing for their final exams. Correlations were calculated between their reported anxiety scores and the grades they obtained for the musical level showed in the exam situations. Results have shown that the level of performance anxiety differs according to gender and musical instrument. These two variables also mediate its relationship with the musical level.

Performance anxiety experiences and coping techniques of Turkish music students and their teachers

International Journal of Music Education, 2021

This study investigated the music performance anxiety experiences of musicians in Turkey ( N = 270), including their physical and cognitive symptoms of anxiety, their methods of coping with performance stress, and their perceived need for related resources. Analysis of the data revealed statistically significant differences in gender, with female music students reporting more frequent performance anxiety symptoms than male students. Reported physical and cognitive symptoms varied across age groups. The anxiety management solutions mentioned most frequently among students included increasing practice and self-motivation; other solutions included engaging in informal performances, practicing meditation or breathing exercises, or relying on medication or alcohol. Almost a quarter (23.5%) of students surveyed indicated they do not know how to manage their anxiety or have not found a workable solution. When asked what additional resources were needed, a third of music students and half o...

Performance anxiety and academic success level examination of students in Turkey

International Journal of Educational Research Review, 2016

Within this scope, "performance anxiety" grades of students being educated in music education branches, conservatories and fine arts were assessed in respect to different variables (n=306). Research was carried out in order to reveal how relations of performance anxiety and academic success levels of students receiving professional music education in different universities could differ among variables. "Kenny Music Performance anxiety" inventory developed by Kenny (2004) and adopted to Turkish in order to measure "music performance anxiety level" were used in study. Research data, frequency percentage (%) of variables (f) and (ss) values given for M.P.A inventory, "one-way analysis of variance", independent (unrelated) group t-test, M.W.U and Kruskal-Wallis tests were used. At the end of the research it was determined that there was negative relation between "musical performance anxiety" and "academic success" levels.

Development of a performance anxiety scale for music students

In the present research, the Performance Anxiety Scale for Music Students (PASMS) was developed in three successive studies. In Study 1, the factor structure of PASMS was explored and three components were found: fear of stage (FES), avoidance (AVD) and symptoms (SMP). The internal consistency of the subscales of PASMS, which consisted of 27 items, varied between 0.89 and 0.91. The internal consistency for the whole scale was found to be 0.95. The correlations among PASMS and other anxiety-related measures were significant and in the expected direction, indicating that the scale has convergent validity. The construct validity of the scale was assessed in Study 2 by confirmatory factor analysis. After several revisions, the final tested model achieved acceptable fits. In Study 3, the 14-day test-retest reliability of the final 24-item version of PASMS was tested and found to be extremely high (0.95). In all three studies, the whole scale and subscale scores of females were significantly higher than for males.

Coping with the Performance Anxiety Among Music Education Students : A Method Trial

Asian journal of social sciences and humanities, 2013

It has been perceived as a problem by both the students and the teaching staff that in music education, students experience low performance during the performance exam. In this research, it has been aimed to find out whether the performance anxiety that the music education students suffer could be reduced by the techniques such as proper breathing, relaxation etc. or not. Randomly chosen 48 (forty-eight) students having education in the Department of Music Education took part in the first stage of the research. 36 of those 48 students took part in the second stage of the research. Saliva samples of the students which were taken just before, during and at the end of the piano exam which the students performed before a jury at the end of the term in June 2011 in order to determine the cortisol level that increases with excitement were analyzed. Thus, the ideas of the students about how they felt physically and psychologically just before and during the exam were obtained via a questio...

Relationship between Self-Confidence, Test Anxiety and Musical Skills of Candidates Attending Music Teacher Skills Test

2016

In this study it is aimed to determine the relationship between self-confidence, test anxiety and musical skill levels of candidates attending music teacher tests. The study group of the correlation research pattern is formed of 233 candidates entered music teacher special skills test in Inonu University. Before taking the test two data collection tool namely Self-Confidence Form and Test Anxiety Inventory were applied to candidates. Musical skills scores formed of combination of musical audition, musical playing and singing solo successes were taken from the university database. After the normality analysis process, Pearson correlation and determination coefficients, arithmetical mean, standard deviation, minimum-maximum score values were determined. Furthermore, relations were visualized with point scatter graphics. As a result of research it was determined that self-confidence of the candidates were high and musical skills and test anxiety scores were found to be moderate. It was...

Music Performance Anxiety in an Education Environment

This research asks whether music students would benefit if Musicians Performance Anxiety (MPA) and coping strategies were included in the education syllabus. To assess the demand for MPA education within a music program, music students from three tertiary institutes were asked about their experience with MPA via an online questionnaire. Furthermore, case studies were done via one on one interviews where participants were encouraged to discuss their experiences with MPA in greater detail. A significant amount of music students suffer from medium to severe MPA and have considered giving up their dream job because their anxiety is so debilitating. It is hoped this research will open a dialogue about MPA within tertiary music institutions and provide possible coping strategies for those students that struggle with the condition.

The effect of exam frequency on academic success of undergraduate music students and comparison of students performance anxiety levels

Quality & Quantity, 2017

The general measurement and assessment approach among universities in Cyprus is to have one mid-term exam and one final exam within a semester. In terms of the validity and the reliability of the measurement and assessment processes, it is essential to understand the ways in which students got influenced by the frequency of exams in psychological terms, and whether this has any effects on their overall success. In 2015-2016 Fall Terms, Near East University, Music Education Department decided to have two mid-term exams for each semester with the unanimous decision of the council of the department. The decision was bounding for music courses within the department. The decision was taken with the assumption that there is a positive relationship between the frequency of the exams and better studying habits among students who are viewed as highly exam and exam score oriented individuals. The new approach of having two midterm exams was only introduced for music courses, where pedagogy courses and courses related with general cultural studies were exempted. It is observed that the new exam approach increased the exam anxiety among students at noticeable degrees. Due to undesirable outcomes of the new approach on student's behaviours, the application of two mid-term exams per semester was cancelled only after one semester. It can be argued that such decisions which are highly critical for the entire learning and educational processes need to be based on solid pillars and evaluated in the light of scientific data. The main purpose of this study is to investigate the effect of the aforementioned approach which is based on two mid-term exam per semester on students' academic successes. With this study, it is also intended to reflect on the attitude of students concerning the two mid-term exam per semester approach. In this context, the research group of this study was