Emotional Competence Within the Stress Coping Strategies of Music Education Students

2021 ◽  
pp. 002242942110614
Author(s):  
Michelle S. McConkey ◽  
Christa R. Kuebel
Keyword(s):  
Music Education ◽  
Coping Strategies ◽  
Life Stress ◽  
Emotional Competence ◽  
Stress Coping ◽  
Education Majors ◽  
Education Students ◽  
Emotional Competency ◽  
Stress Coping Strategies ◽  
Music Education Majors

Researchers have identified high levels of stress among music education students, but we know very little about how students manage this stress and how emotional competence skills might be utilized within stress coping mechanisms for this population. Through this qualitative study, we sought to understand the stress coping strategies of eight music education majors through the lens of emotional competence as outlined by Saarni. We identified several sources of participants’ stress: general life stress, schedule, performance expectations, and coursework. Student coping strategies included awareness of stress, an attitude of pushing through, self-care, and seeking support. Through coding and utilization of the theoretical framework, we concluded that all eight of Saarni’s emotional competence skills were evident in the data as a whole, but not for each individual participant. Minimal evidence was found for half of the skills and for some students they were nonexistent, thus indicating a need for growth in emotional competency. Gaining an understanding of how music education majors cope with their stress could be a key step toward understanding how to better support students throughout their degree programs and as they transition into the field of music education.

Music Therapy Knowledge and Interest: A Survey of Music Education Majors

2020 ◽  
Vol 57 (4) ◽  
pp. 455-474
Author(s):  
Lori F Gooding ◽  
D Gregory Springer
Keyword(s):  
Music Education ◽  
Music Therapy ◽  
Music Teachers ◽  
Degree Programs ◽  
Education Majors ◽  
Education Students ◽  
Career Option ◽  
Key Factor ◽  
Career Options ◽  
Music Education Majors

Abstract Music teachers play an important role in exposing students to career options in the field of music. As a result, there is a need to explore music education students’ interest in and knowledge of music therapy. The purpose of this study was to investigate music education students’ exposure to, knowledge of, and willingness to promote music therapy as a career option for prospective collegiate students. A survey was given to 254 music education majors from four research institutions, two with and two without music therapy degree programs. Participants answered demographic, yes/no, Likert-type scale, and open-ended questions about their exposure to, knowledge of, and willingness to promote careers in music therapy. Results indicate that exposure to music therapy occurred in both pre-collegiate and college settings, and that music teachers appear to be influential in exposing students to music therapy. Students often sought out information on music therapy independently, which played an important role in how individuals learned about music therapy, though it has the potential of providing misinformation. Significant differences were found in participants’ knowledge and willingness to promote music therapy as a career option based on the presence of music therapy degree programs. Exposure seemed to be a key factor in music therapy knowledge and promotion; thus, music therapists need to ensure accurate dissemination of music therapy-related information in both pre-collegiate and college settings. Increasing the visibility of the field has the potential to expand interest and potentially attract young musicians well suited for a career in music therapy.

Relationships Among Instructor, Peer, and Self-Evaluations of Undergraduate Music Education Majors' Micro-Teaching Experiences

2008 ◽  
Vol 56 (1) ◽  
pp. 82-91 ◽  
Author(s):  
Jessica Napoles
Keyword(s):  
Music Education ◽  
Education Majors ◽  
Education Students ◽  
Teaching Experiences ◽  
Peer Ratings ◽  
Music Education Majors

The author investigates relationships between instructor, peer, and self-evaluations. Undergraduate music education students each taught three micro-teaching segments. Immediately after teaching, they filled out an evaluation for themselves indicating four things they did well, one suggestion for improvement, and an effectiveness score from 1 to 10. All students in the class also completed this task, as did the instructor. Ratings were compared and correlated, and comments were analyzed to determine whether self-comments were the same as peer comments, instructor comments, both, or none. One week after the fact, students were asked to recall every comment that had been made after their teaching. Results indicate that (a) peer ratings were consistently the lowest, (b) self-comments made immediately after teaching were most similar to peer comments or comments made by neither instructor nor peers, and (c) most comments recalled 1 week later were those made by peers or by both instructor and peers.

scholarly journals Music Teacher Dispositions: Self-Appraisals and Values of University Music Students

2018 ◽  
Vol 66 (1) ◽  
pp. 111-125 ◽  
Author(s):  
Robert H. Woody ◽  
Danni Gilbert ◽  
Lynda A. Laird
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Teacher Dispositions ◽  
Music Students ◽  
Music Majors ◽  
Education Majors ◽  
Music Teaching ◽  
Education Students ◽  
Music Education Majors

For music teachers to be most effective, they must possess the dispositions that best facilitate their students’ learning. In this article, we present and discuss the findings of a study in which we sought to explore music majors’ self-appraisals in and the extent to which they value the disposition areas of reflectivity, empathic caring, musical comprehensiveness, and musical learnability orientation. Evidence from a survey of 110 music majors suggested that music education students possess and value the dispositions of reflectivity, musical comprehensiveness, and musical learnability orientation more highly after they have matured through their college careers. Additionally, based on their responses to music teaching scenarios, it appears that senior music education majors possess greater empathic caring than do their freshman counterparts.

Comparing Satisfaction, Life-Stress, Coping and Academic Performance of Counselling Students in On-Campus and Distance Education Learning Environments

2014 ◽  
Vol 24 (1) ◽  
pp. 76-89 ◽  
Author(s):  
Brett Furlonger ◽  
Emilia Gencic
Keyword(s):  
Distance Education ◽  
Academic Performance ◽  
Coping Strategies ◽  
Learning Environments ◽  
Life Stress ◽  
Quantitative Approach ◽  
Stress Coping ◽  
Education Students ◽  
Study Experience ◽  
Tertiary Study

Distance education students are confronted with a range of additional challenges as part of their tertiary study experience. A quantitative approach was used to identify the challenges they face, their relative levels of satisfaction, coping strategies, and academic performance. Two hundred and ninety-five students (64 male and 231 female) participated by completing a survey that included measures of satisfaction, stress, coping, and academic performance. All were enrolled in an Australian university and studied either on campus or in one of two distance education (DE) modes, off-campus and offshore. While there were some differences in satisfaction expressed between DE and on-campus students, there were no significant differences between the groups on measures of stress or academic performance. The differences between the three groups’ use of coping strategies was less clear. Possible explanations for the differences between the groups are discussed.

scholarly journals Stress Coping Strategies among College Students: A Case in the College of Education, Eritrea Institute of Technology

2018 ◽  
Vol 3 (3) ◽  
Author(s):  
Dawit Yikealo ◽  
Werede Tareke
Keyword(s):  
College Students ◽  
Coping Strategies ◽  
College Of Education ◽  
Stress Coping ◽  
Education Students ◽  
Descriptive Research ◽  
Stress Coping Strategies ◽  
Negative Coping ◽  
Institute Of Technology ◽  
Test Result

The study was intended to investigate the stress coping strategies among College of Education (CoE) students in Eritrea Institute of Technology, Mainichi. To investigate the students’ stress coping strategies, descriptive research was carried out among a total of 123 students participants who were randomly drawn from the CoE took part in the study. A self-developed College Students Coping Strategies Scale which entails 15 items has been utilized.  The results of the study presented that the students were found to use more positive stress coping strategies than the negative ones. An independent-sample t-test result indicated there is no statistically significant relationship between gender and both positive and negative stress coping strategies. The study is expected to have an impact on broadening the horizon of knowledge and understanding of stress coping strategies practiced by the college of education students. The study will support the college students to identify the positive and negative coping strategies, thereby stick to the healthy ones.   

A University—School Music Partnership for Music Education Majors in a Culturally Distinctive Community

2009 ◽  
Vol 56 (4) ◽  
pp. 338-356 ◽  
Author(s):  
Amanda Christina Soto ◽  
Chee-Hoo Lum ◽  
Patricia Shehan Campbell
Keyword(s):  
Music Education ◽  
Material Culture ◽  
Mexican American ◽  
Social Contact ◽  
Education Majors ◽  
Education Students ◽  
University Partnerships ◽  
School Year ◽  
School Music ◽  
Music Education Majors

University—community collaborations are a fairly recent phenomenon, which has often been manifested through the establishment of university partnerships with schools. This research sought to document the process and outcomes of a university—school collaboration called Music Alive! in the Valley (MAV), a yearlong partnership between 33 university music education students and faculty with an elementary school within a rural location of a western state. MAV was intended to serve a Mexican American migrant community whose children frequently spoke only Spanish at home and to provide occasions for university students of music education to engage in positive social contact via music performances, participation, and training experiences. An ethnographic method was employed by which observations, interviews, and examination of material culture were assembled over the course of the school year, and an assessment was offered of the benefits and challenges in the creation of a music education partnership in distinctive (and remote) cultural communities.

Fantasies and Other Romanticized Concepts of Music Teaching: A Cross-Cultural Study of Chinese and North American Music Education Students’ Images of Music Teaching

2002 ◽  
Vol os-39 (1) ◽  
pp. 17-30 ◽  
Author(s):  
Manny Brand ◽  
Lori Dolloff
Keyword(s):  
Music Education ◽  
North American ◽  
American Music ◽  
Education Majors ◽  
Music Teaching ◽  
Education Students ◽  
International Context ◽  
Cross Cultural Study ◽  
Teaching Music ◽  
Music Education Majors

Within an international context, this article reports on the use of drawings by Chinese and North American music education majors as a means of examining these students’ images, expectations, and emerging concepts of music teaching. By studying and discussing these drawings within the methods class, it is hoped that these music education majors could project their present orientation toward music teaching. Several common themes were seen in both the Chinese and North American drawings. Individual drawings are analyzed and included as evidence of archetypal images and signifiers. It is proposed that these students’ drawings might serve as a means of uncovering, analyzing, and challenging music education students as they begin the career-long task of reconciling romanticized notions with more realistic experiences in teaching music.

Fathers’ Coping Strategies and Children’s Temperament as Predictors of Parental Attitudes among Polish Fathers

2021 ◽  
pp. 1097184X2098889
Author(s):  
Małgorzata Lipowska ◽  
Ariadna Beata Łada-Maśko ◽  
Mariusz Lipowski
Keyword(s):  
Coping Strategies ◽  
Life Stress ◽  
Parental Attitudes ◽  
Preschool Age ◽  
Stress Coping ◽  
Mediation Analyses ◽  
Brief Cope ◽  
Individual Traits ◽  
Stress Coping Strategies ◽  
And Gender

Over the last few decades, perceptions of fatherhood have changed significantly and expectations regarding fathers’ involvement in childcare have risen. Parenting is undoubtedly the source of many positive experiences, however, it can also be a stressful challenge. Thus, the way in which fathers deal with everyday life stress can significantly affect their parental attitudes. There is significant evidence that a child’s predisposition can modify parental attitudes and therefore relate to stress coping strategies. In the current study we tested a model of the reciprocal relationships between a father’s coping strategies, his parental attitudes, and his child’s individual traits (temperament and gender). The first model assumes that the father’s stress coping strategies and the child’s individual traits determine parental attitudes independently; the second model, assumes that parental attitudes will be influenced by coping strategies and that individual traits of the child will modify this relationship. A total of 176 Polish fathers ( Mfather’s age = 35.07, SD = 5.71) of only children of preschool age ( Mchildren’s age = 5.6, SD = .21; 88 girls, 88 boys) participated in the study. The following research tools were used: the Parental Attitudes Scale, to measure fathers’ attitudes towards their children; the Brief COPE, to evaluate fathers’ coping strategies; the EAS Temperament Questionnaire – Parental Ratings, to assess children’s temperaments. The results indicate that fathers had the highest scores for Inconsequent and Demanding parental attitudes and the lowest for Overprotective and Autonomy attitudes. Moreover, their attitudes towards daughters and sons were consistent, except for Autonomy. Furthermore, mediation analyses show that the child’s temperamental traits do not significantly modify the relation between a father’s coping strategies and parental attitudes. However, the results indicate that a father’s coping strategies and his child’s temperament affect the father’s parental attitudes independently. Differences depending on the child’s gender were also found.

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