Prediction of Musical Performance Anxiety According to Music Teacher Candidates’ Perfectionism and Self-Efficacy Beliefs

2018 ◽  
Vol 10 (4) ◽  
Author(s):  
Muhsin Sarıkaya ◽  
Zafer Kurtaslan
Keyword(s):  
Self Efficacy ◽  
Teacher Candidates ◽  
Performance Anxiety ◽  
Efficacy Beliefs ◽  
Musical Performance ◽  
Music Teacher ◽  
Musical Performance Anxiety

A Qualitative Inquiry into Musical Performance Anxiety

2003 ◽  
Vol 18 (2) ◽  
pp. 78-82
Author(s):  
Joann Marie Kirchner
Keyword(s):  
Qualitative Methodology ◽  
Performance Anxiety ◽  
Qualitative Inquiry ◽  
Musical Performance ◽  
Solo Piano ◽  
Self Confidence ◽  
Negative Thoughts ◽  
Research Questions ◽  
Musical Performance Anxiety ◽  
The Individual

This study examined the experience of performance anxiety in solo piano playing from the perspective of the participants. Research questions focusing on the following categories were addressed: (1) What does the experience of performance anxiety feel like to a solo pianist? (2) What are the ways in which performance anxiety manifests itself? A qualitative methodology was employed in this study. Six pianists on the faculties of southwestern colleges and universities were chosen selectively for participation. A survey questionnaire and an individual interview were used to collect data. The researcher analyzed the transcripts of the interviews, and codes were developed accordingly. The categories of research questions were used for the interpretation of the findings. The symptoms of performance anxiety manifested themselves through a combination of thought processes, feelings, and physiologic responses, activated by the perception of a threat by the performer. Negative thoughts and feelings dominated the experience of musical performance anxiety and undermined the self-confidence level of the performer. The identity of the performer was affected by how the individual viewed himself or herself and the individual’s perception of how others viewed him or her.

Cognitive and behavioral therapy for musical-performance anxiety.

1982 ◽  
Vol 50 (3) ◽  
pp. 353-362 ◽  
Author(s):  
Margaret J. Kendrick ◽  
Kenneth D. Craig ◽  
David M. Lawson ◽  
Park O. Davidson
Keyword(s):  
Behavioral Therapy ◽  
Performance Anxiety ◽  
Musical Performance ◽  
Musical Performance Anxiety ◽  
Cognitive And Behavioral Therapy

scholarly journals The Effects of Argumentation Implementation on Environmental Education Self Efficacy Beliefs and Perspectives According to Environmental Problems

2018 ◽  
Vol 6 (4) ◽  
pp. 199 ◽  
Author(s):  
Pınar Fettahlıoğlu
Keyword(s):  
Environmental Education ◽  
Science Teacher ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
Environmental Science ◽  
Environmental Problems ◽  
Efficacy Beliefs ◽  
University Education ◽  
Mixed Method Research ◽  
Categorical Analysis

The purpose of this study is to investigate the effect of argumentation implementation applied in the environmental science course on science teacher candidates’ environmental education self-efficacy beliefs and perspectives according to environmental problems. In this mixed method research study, convergent parallel design was utilized. Quantitative part of this study was based upon one group pretest-posttest design. Qualitative part of this study was based upon holistic case study. The sample of the study consisted of 26 3rd year science teacher candidates in A State University Education Faculty Science Education Department in the spring term of 2013-2014 academic years. The data collection tools were environmental education self-efficacy beliefs scale developed by Ozdemir, Aydın and Vural (2009) and drawings drawn by science teacher candidates to determine their perspectives on environmental problems. The experimental study took 7 weeks (21 hours). The first week involved the acquaintance with the students and briefing them about the study. Also, in this week, an educational plan related to the argumentation implementation was prepared and applied. And this week finally, scales were administered as pretest. The study started in the second week. The study took five weeks as three hours a week. Last week scales were administered as posttest. In quantitative data analysis paired samples t-test was used. For the analysis of qualitative data, categorical analysis technique, one of the content analysis techniques, was used. At the end of the study, it was observed that the science teacher candidates’ self-efficacy beliefs according to environmental education statistically differed in favor of the post-test. In addition, it was also found that, at the end of the study, science teacher candidates' perceptions of environmental problems differed according to their self-efficacy beliefs.

The Prediction of Musical Performance Anxiety

2003 ◽  
Vol 18 (3) ◽  
pp. 120-125
Author(s):  
Marnie Liston ◽  
Alexandra A M Frost ◽  
Philip B Mohr
Keyword(s):  
Trait Anxiety ◽  
Cognitive Strategies ◽  
Performance Anxiety ◽  
South Australia ◽  
Self Report ◽  
Musical Performance ◽  
Music Students ◽  
Personal Efficacy ◽  
Male Undergraduate ◽  
Musical Performance Anxiety

This study addressed the identification of key predictor variables of musical performance anxiety among constructs previously shown to have associations with musical performance anxiety. Participants were 118 (75 female and 43 male) undergraduate and postgraduate music students in Adelaide, South Australia. They completed self-report measures of musical performance anxiety, cognitive strategies and self-statements, trait anxiety, self-esteem, personal efficacy, and six dimensions of perfectionism. Multiple regression analyses revealed catastrophizing to be the main predictor of musical performance anxiety, with personal efficacy a lesser predictor. The findings suggest that relationships with musical performance anxiety previously reported for such characteristics as perfectionism, gender, and trait anxiety are substantially explicable in terms of catastrophizing cognitions and personal efficacy. The implication of these findings is to narrow the prediction and possible explanation of musical performance anxiety to a focus on cognitions.

An Investigation of Musical Performance Anxiety in the Marching Arts

2011 ◽  
Vol 26 (1) ◽  
pp. 30-34 ◽  
Author(s):  
Jacob J Levy ◽  
Christopher M Castille ◽  
Justina A Farley
Keyword(s):  
Performance Anxiety ◽  
Musical Performance ◽  
Adolescent And Young Adult ◽  
Marching Bands ◽  
Brass Players ◽  
World Class ◽  
Musical Performance Anxiety ◽  
And Gender ◽  
Low Prevalence ◽  
Drum And Bugle Corps

The purpose of this study was to investigate the prevalence of musical performance anxiety (MPA) in marching artists. The marching arts include high school and college marching bands, drum and bugle corps, and indoor color guard and percussion ensembles. Drawing on a sample of 780 world class drum and bugle corps performers, we examined the prevalence of somatic and cognitive symptoms of MPA. We also examined differences in endorsement of symptoms by performing section (i.e., brass players, percussionists, and dancers/color guard) and gender. Results revealed a relatively low prevalence of MPA symptoms as compared with prior studies of adolescent and young adult performers. In addition, color guard performers reported significantly greater magnitudes of somatic MPA symptoms than brass players, and female performers reported greater magnitudes of cognitive MPA symptoms than their male counterparts. Practical recommendations are discussed.

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