The Relationships Between Music Performance Anxiety and the Mindfulness Levels of Music Teacher Candidates (original) (raw)
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Journal of Psychology in Africa, 2016
This study explored the efficacy of psychological skills and mindfulness training intervention on the psychological well-being of undergraduate music students. Participants were undergraduate music students (n = 36) from the Department of Music at a South African university, 21 of whom were elected to take the psychological skills and mindfulness training intervention. Data on their self-reported psychological well-being, psychological skills, mindfulness and performance anxiety levels were collected pre-and post-intervention. The analysis applied non-parametric procedures to determine changes in students' psychological well-being after the seven-week intervention program. Findings suggest improvements in psychological well-being, psychological skills, mindfulness and performance anxiety with training. Psychological skills and mindfulness training may have benefits to the psychological well-being of music students.
Musicae Scientiae
Mindfulness courses are beneficial in clinical domains for anxiety and depression and are becoming more prevalent as interventions in education. However, little is known about what effects mindfulness might have on musicians. In an exploratory study, 25 music students, who completed one of four 8-week MBSR/MBCT mindfulness courses adapted for musicians at the Guildhall School of Music and Drama, completed the validated Five Facet Mindfulness Questionnaire and a bespoke Mindfulness for Musicians questionnaire pre- and post-intervention. Twenty-one music students also took part in a post-intervention one-to-one semi-structured interview. Post-intervention mindfulness scores for both questionnaires increased significantly in comparison to pre-intervention scores. In interviews, participants were reportedly more aware and focused in instrumental lessons, were less self-critical, and developed increased body awareness, which improved their learning of instrumental technique. Participants...
2019
Quantitative descriptive method was used in order to examine the state-trait and total anxiety levels of the students in the Undergraduate Music Teaching Program by gender, instrument difference, school year and academic achievement scores of students. The study has been conducted in the fall semester of 2018-2019 academic year in Turkey with Tokat University Faculty of Education, Fine Arts Education Department Music Education Program students (n = 77). For data collection, "The State-Trait Anxiety Inventory" developed by Spielberg et al. (1964) and adopted to Turkish by Öner and Le Compte (1983). The trait anxiety inventory was applied in a time period when the students were away from exam stress. The state anxiety inventory, on the other hand, was conducted just before the final exams. According to the results of the study, when the state-trait and total anxiety of the students receiving musical instrument education in Music Teacher Education Program is examined, it was found that there is a significant difference between trait and state anxiety, that female students' trait and total anxiety levels are higher, and the male students' state anxiety is higher; when it is considered in terms of instrument differences, it was seen that students playing stringed instruments have higher anxiety than those who play bow and wind instruments, A significant difference was found in terms of academic achievement scores in undergraduate freshman and senior students who have higher anxiety .
2018
Students are arriving in higher education more stressed and anxious than previously, so there is a clear benefit for institutions to provide evidence-based health and well-being interventions. Mindfulness is a widely available popular intervention, and its efficacy has been demonstrated in the clinical field and increasingly in the educational field. However, the potential benefits of teaching mindfulness to music students have not yet been explored sufficiently. This thesis reports the effects of teaching targeted 8-week mindfulness courses to singers and instrumentalists in two studies run over two years at two conservatoires and a university. Both studies used a predominantly qualitative mixed methods approach. Levels of mindfulness were measured using the Five Facet Mindfulness Questionnaire (FFMQ: Baer, Smith, Hopkins, Krietemeyer, & Toney, 2006), and a specially designed Mindfulness for Musicians questionnaire. The instrumentalists’ quantitative study was quasi-experimental; t...
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...
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 performing usually binds intense psychological experiences, from which music performance anxiety (MPA) is amongst the most damaging and pervasive ones. Alongside, some constructs seem to be associated with MPA, like negative affect and self-consciousness. In the interaction between these three elements, mindfulness seems to be an effective tool to cope with MPA by altering the relationships between it and self-consciousness or negative affect. In this study, a structural model is proposed following a cross-sectional design with a total of 151 spanish-speaking music performers. Results from a structural equation model seems to support the proposed model, making dispositional mindfulness an effective mechanism to alter the way MPA interacts with self-consciousness and negative affect. More specifically, dispositional mindfulness seems to inversely mediate the relationship between negative affect and MPA, while also inversely moderating the relationship between self-consciousness...
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...
OPUS © Uluslararası Toplum Araştırmaları Dergisi-International Journal of Society Researches, 2021
Self-efficacy perception and exam anxiety which are evaluated within scope of affective dimensions of piano performance affect the quality of performance. It is expected for music teacher candidates to be raised as teachers having high level of self-efficacy perception and having control over their level of anxiety with respect to their piano performance successes. This study has aimed to determine piano performance self-efficacy perceptions and exam anxiety levels of music teacher candidates and the relationship between these two variables. Relational scanning model has been used in the research and the sampling was constituted of total number of 718 music teacher candidates. Data have been gathered with personal information form, piano performance self-efficacy scale, and exam anxiety inventory. The data being obtained have been analyzed with Pearson Correlation Coefficient, One Way Variance Analysis (ANOVA) Welch test, Scheffe test, and Games Howell test. Research results have shown that piano performance self-efficacy perceptions and exam anxieties of music teacher candidates were at medium level. It has been determined that there was a negative directional meaningful and medium level of relationship between piano performance self-efficacy perceptions and exam anxieties of music teacher candidates. Within context of research results, program development studies can be made to improve piano performance self-efficacy perception and to reduce exam anxiety level and with teacher assessments and peer evaluation studies, the impact of constructive criticisms can be examined.
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.