Pre-performance emotions and music performance anxiety beliefs in young musicians

2019 ◽  
Vol 42 (1) ◽  
pp. 77-93 ◽  
Author(s):  
Julia Kaleńska-Rodzaj
Keyword(s):  
Music Education ◽  
Positive Emotions ◽  
Guided Imagery ◽  
Negative Impact ◽  
Negative Emotions ◽  
Music Performance ◽  
Performance Anxiety ◽  
Emotional States ◽  
Music Performance Anxiety ◽  
Practical Implications

The aim of this study is to investigate the structure and complexity of emotional states experienced by young musicians before entering the stage and to explain the influence of emotional beliefs on their pre-performance emotions. Emotions were elicited with a guided imagery induction, where 222 students aged 9- to 12-years-old recalled their most recent concert memory. They described their emotions on the list of 18 emotions (nine pairs of contrary emotions) and answered three questions measuring music performance anxiety (MPA) beliefs: MPA utility beliefs, MPA regulation beliefs, and audience attitude beliefs. The cluster analysis results show the complexity and multiplicity of emotional states reported by young musicians. Five emotional profiles vary from negative emotions of fear and sadness (High MPA) through a mixture of positive and negative emotions (Moderate MPA, Hesitation, Ambivalence) to positive emotions of confidence, courage and happiness (Composure-Confidence). Beliefs that MPA has negative impact on performance, beliefs of inefficacy in managing MPA and perceived audience pressure rather than support were related to High and Moderate MPA profiles. Practical implications for music education are discussed.

scholarly journals Investigation of the correlation of academic motivation and music performance anxiety levels

2020 ◽  
Vol 15 (6) ◽  
pp. 1599-1613
Author(s):  
Bilge Atay ◽  
Tülün Malkoç ◽  
Hakan Bağcı
Keyword(s):  
Music Education ◽  
Academic Motivation ◽  
Music Performance ◽  
Performance Anxiety ◽  
Correlation Technique ◽  
Frequency Distributions ◽  
Music Performance Anxiety ◽  
Academic Motivation Scale ◽  
Anxiety Levels ◽  
Service Music

This research was carried out to measure the academic motivation levels of  pre-service music teachers as well as the  music performance anxiety levels to investigate potential correlations between them. The sample group of this scanning modelled study is comprised of 241 students studying at departments of music education at Niğde Ömer Halis Demir University, Pamukkale University, Konya Necmettin Erbakan University and Karadeniz Technical University. To determine the demographic features of the students taking part in the study, a demographic information form was used. In order to measure students’ music performance anxiety and academic motivation levels, the data collected using the Music Performance Anxiety Scale and Academic Motivation Scale. The data was analyzed using percentage and frequency distributions. The Pearson Product Moments’ Correlation technique, which is commonly used to calculate the correlation between the variables, was used. As the result of the findings obtained from the study, a significant positive correlation was found between music performance anxiety and academic motivation levels of the students. The anxiety and academic motivation levels of pre-service teachers were found to be moderate.   Keywords: Music education; music teacher, music performance anxiety, academic motivation.

scholarly journals Conservatory Students’ Music Performance Anxiety and Educational Expectations: A Qualitative Study

2021 ◽  
Vol 7 (4) ◽  
pp. 250-259
Author(s):  
Hepsen Okan ◽  
Buse Usta
Keyword(s):  
Music Education ◽  
Music Performance ◽  
Performance Anxiety ◽  
Educational Expectations ◽  
Negative Evaluation ◽  
Structured Interviews ◽  
Music Performance Anxiety ◽  
Causative Factors ◽  
Self Talk ◽  
Conservatory Students

Music performance anxiety (MPA) can seriously and negatively affect musicians’ performance and quality of life—physically, mentally, and behaviorally. In the present study, factors related to the MPA of students receiving classical Western music education in the conservatory in a holistic framework were examined to ascertain the physical, mental, and behavioral symptoms; temporal processes; environmental factors; coping strategies; and educational expectations and desires related to this condition. In addition to investigating causative factors in such a framework, the content analysis method was used on data collected from semi-structured interviews with conservatory students. The results show that the main causative factors of MPA included a jury’s negative evaluation, attitudes, and/or behaviors; their symptoms included trembling, muscle contraction, and distraction. The main coping strategy among participants was positive self-talk; remarkably, they had no theoretical knowledge of positive self-talk. Most significantly, considering that performance is integral to musical education training, students stated that the conservatory needs to integrate into the curriculum a course, counseling, and activities that address MPA.

Music performance anxiety and pre-performance emotions in the light of psychology of emotion and emotion regulation

2020 ◽  
pp. 030573562096115
Author(s):  
Julia Kaleńska-Rodzaj
Keyword(s):  
Emotion Regulation ◽  
Emotional Regulation ◽  
Process Model ◽  
Positive Emotions ◽  
Psychological Intervention ◽  
Music Performance ◽  
Performance Anxiety ◽  
Research Literature ◽  
Music Performance Anxiety ◽  
Clear Cut

The aim of this review article is to show the benefits of broadening the understanding of the mechanism and treatment of music performance anxiety (MPA) using the knowledge of psychology of emotion and emotional regulation. A review of research literature on the emotional state of the musician during public performances and emotion regulation techniques fosters integration of various approaches: clinical psychology, performance psychology, positive psychology, and psychology of emotion and emotional regulation. Different ways of defining the phenomenon (MPA, optimal arousal, positive emotions, and mixed emotions) imply different directions of psychological intervention. The process model of emotion regulation developed by James J. Gross has been chosen because it is a clear-cut theoretical framework, enabling the integration of a number of theories and the development of comprehensive practical interventions. The benefit of the article is presenting the assumptions of the model, as well as knowledge of emotions and emotional regulation, to the context of musician’s psychological training and the performance preparation process.

scholarly journals Higher music education students’ experiences and management of performance anxiety: A qualitative study

2021 ◽  
pp. 030573562110345
Author(s):  
Damla Tahirbegi
Keyword(s):  
Music Education ◽  
Coping Strategies ◽  
Help Seeking ◽  
Positive Impact ◽  
Music Performance ◽  
Performance Anxiety ◽  
Well Being ◽  
Structured Interview ◽  
Music Performance Anxiety ◽  
Self Confidence

This study was undertaken with the intent of exploring three overarching research questions concerning music performance anxiety (MPA). The first objective was to collect descriptive accounts of the everyday experiences of MPA in educational settings. The second objective was to investigate the adaptive coping strategies students utilized to manage their MPA, which were distilled from the data in light of the self-regulated learning framework. Finally, the perceived institutional support around MPA was investigated. A semi-structured interview approach was used as the main data collection method ( n = 10). All students interviewed perceived themselves as experiencing MPA to some extent; however, the intensity of these experiences varied. The most common MPA coping strategies mentioned were increasing individual practice time, and mental skill practices. All students mentioned the importance of preparation, which was associated with self-confidence, leading to higher self-efficacy beliefs, which in return had a positive impact on their management of MPA. Teachers and peers were identified as integral to sustaining students’ well-being and MPA regulation efforts. A positive teacher attitude toward the management of MPA appeared to encourage students’ help-seeking efforts.

scholarly journals How does music performance anxiety relate to other anxiety disorders?

2021 ◽  
pp. 030573562098860
Author(s):  
Anna Wiedemann ◽  
Daniel Vogel ◽  
Catharina Voss ◽  
Jana Hoyer
Keyword(s):  
Cluster Analysis ◽  
Anxiety Disorder ◽  
Anxiety Disorders ◽  
Graphical Model ◽  
Music Performance ◽  
Performance Anxiety ◽  
Separation Anxiety Disorder ◽  
Systematic Analysis ◽  
Music Performance Anxiety ◽  
Dsm 5

Music performance anxiety (MPA) is considered a social anxiety disorder (SAD). Recent conceptualizations, however, challenge existing MPA definitions, distinguishing MPA from SAD. In this study, we aim to provide a systematic analysis of MPA interdependencies to other anxiety disorders through graphical modeling and cluster analysis. Participants were 82 music students ( Mage = 23.5 years, SD = 3.4 years; 69.5% women) with the majority being vocal (30.5%), string (24.4%), or piano (19.5%) students. MPA was measured using the German version of the Kenny Music Performance Anxiety Inventory (K-MPAI). All participants were tested for anxiety-related symptoms using the disorder-specific anxiety measures of the Diagnostic and Statistical Manual of Mental Disorders (5th ed., DSM-5), including agoraphobia (AG), generalized anxiety disorder (GAD), panic disorder (PD), separation anxiety disorder (SEP), specific phobia (SP), SAD, and illness anxiety disorder (ILL). We found no evidence of MPA being primarily connected to SAD, finding GAD acted as a full mediator between MPA and any other anxiety type. Our graphical model remained unchanged considering severe cases of MPA only (K-MPAI ⩾ 105). By means of cluster analysis, we identified two participant sub-groups of differing anxiety profiles. Participants with pathological anxiety consistently showed more severe MPA. Our findings suggest that GAD is the strongest predictor for MPA among all major DSM-5 anxiety types.

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