Mindfulness-based practices, psychological capital, burnout and performance anxiety

Purpose The study examined the role of classroom-based mindfulness-based interventions (MBI) on psychological capital, burnout, and performance anxiety among business executives. Design/Methodology/Approach 52 mid-level and senior leaders filled up a structured questionnaire on mindfulness, psychological capital, and performance anxiety before and after the intervention. They also participated in 2 week-long classroom-based mindfulness intervention programs for 1 hour daily. Findings The finding suggests that mindfulness-based intervention significantly improved PsyCap and reduced burnout and performance anxiety among the executives. Research limitations/implications Self-report measures, sample size, and programmed duration could be a limitation. We can plan long-term (4 weeks) intervention on cross-section data for better outcomes and generalizations. Research implications Mindfulness-based interventions can help save healthcare costs by reducing anxiety and burnout. Leaders can also quantify the value of such intervention for developing PsyCap. Practical implications Management should conduct mindfulness-based training programs, and leaders can practice it in their daily routine to improve psychological resources to reduce stress and better face workplace challenges. Originality/value The study's contribution was using the classroom-based mindfulness-based intervention to improve psychological capital and reduce dysfunctional outcomes in leaders.

Influence of diurnal phase on behavioral tests of sensorimotor performance, anxiety, learning and memory in mice

Behavioral measurements in mice are critical tools used to evaluate the effects of interventions. Whilst mice are nocturnal animals, many studies conduct behavioral tests during the day. To better understand the effects of diurnal rhythm on mouse behaviors, we compared the results from behavioral tests conducted in the active and inactive phases. C57BL/6 mice were used in this study; we focus on sensorimotor performance, anxiety, learning and memory. Overall, our results show mice exhibit slightly higher cutaneous sensitivity, better long-term contextual memory, and a greater active avoidance escape response during the active phase. We did not observe significant differences in motor coordination, anxiety, or spatial learning and memory. Furthermore, apart from the elevated-O-maze, there was no remarkable sex effect among these tests. This study provides information on the effects of different diurnal phases on types of behavior and demonstrates the importance of the circadian cycle on learning and memory. Although we did not detect differences in anxiety and spatial learning/memory, diurnal rhythm may interact with other factors to influence these behaviors.

Male Volleyball Players’ Self-Esteem in the Context of Volleyball Competition

The goal of this study was to evaluate the competition anxiety and self-esteem among male volleyball players. Cross sectional study design, followed by qualitative investigation, was used in the current study. The participants in this study were 20 male volleyball players from the urban areas of the Province of Sindh Public Boys College. Both volleyball players at college and provincial level participated in the volleyball game. The player was between 16 and 20 years of age. Two questionnaires were used in the current study: (1) the Sports Performance Anxiety Test was used to consider performance anxiety and (2) the self-esteem of Rosenberg was used to describe self-esteem and (3) the focus group discussion. The results of the current study showed fluctuation in self-esteem level and anxiety level among players of different age groups regarding participation in volleyball competition. In Focus group discussion, regarding low self-esteem and higher competition anxiety, participants are of the view that low self-esteem and increase in anxiety undoubtedly have a greater negative effect on the team's psychology. Negative attitudes towards oneself, people's evaluation or opinion, fear of failure, risk of competitive climate, fear of adversary, low level of efforts, nervousness, negative feedback, rejection, criticism, nervousness, coach, team mates and high expectations of the audience are the factors that can contribute to low self-esteem and high anxiety. The study proposed some recommendations for future researchers.

Live Music Performance: The Relationship Between Flow and Music Performance Anxiety

Most studies exploring the relation between flow and Music Performance Anxiety (MPA) have focused on the disposition of generally experiencing flow and the occurrence of MPA. Little is known about the connection between experiencing flow and MPA as it relates to a specific performance. In this study, flow and MPA have been investigated in 363 orchestral musicians in relation to a particular live music performance. The musicians were asked to fill out a questionnaire immediately after a concert. Flow experience during the performance was measured using the Flow Short Scale. The Performance-specific Questionnaire on MPA (PQM) was used for MPA. The PQM addresses particular aspects of MPA and refers retrospectively to the time before and during the performance as well as to the moment of filling out the questionnaire after the performance. Using three scales, the functional coping, the perceived symptoms of MPA and self-efficacy were determined for each time point of the performance. The results showed that experiencing flow was on average higher among orchestral musicians compared to a sample of the general population. However, there were differences between the professional and non-professional musicians. All PQM scales showed significant correlations with the global flow scale. Regression analysis on the global flow score found that regarding the time before the performance the PQM scale symptoms of MPA were diametrically connected with the flow experience. The PQM scale functional coping was shown to be positively related to the flow during the performance. Moreover, high self-efficacy was found to be closely related with stronger flow experience. Furthermore, flow seems to have positive effects on functionally coping with MPA and the self-efficacy after the performance. These findings confirm the negative relationship between flow and symptoms of MPA, offering further approaches in understanding the relationship especially for live music performances.

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

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.