Anxiety and piano exams: Turkish prospective music teachers’ experiences

Güven, Elif

doi:10.1080/14613808.2015.1122748

Cited by 7 publications

(10 citation statements)

References 26 publications

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“…Findings from this research revealed that the number of years of previous music education, number of years of playing the first instrument, number of years of playing the current instrument, and daily hours of playing the current instrument were all significantly but negatively correlated with trait anxiety. In accordance with previous research, participants with longer history in music education were observed to have significantly lower scores on stress, depression, and anxiety (Boucher & Ryan, 2011; Güven, 2016; Suh, 2015). Boucher and Ryan (2011) indicated that individuals with prior performing experience reported less anxiety and stress.…”

Section: Discussionsupporting

confidence: 91%

“…The findings showing that both the participants who had previously received instrument education and those who currently play a musical instrument had lower trait anxiety levels were consistent with the findings of previous studies (Boucher & Ryan, 2011;Güven, 2016; H. S. Köse, 2006;Simoens & Tervaniemi, 2013;Sung et al, 2012;Üstün, 2018). In studies conducted among students studying in various departments of the same school, it has been shown that the trait anxiety of the students of the departments where playing an instrument is a requirement is significantly lower (H. S. Köse, 2006).…”

Section: Emotional Statessupporting

confidence: 90%

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Relationships between musical behaviors and emotional states, humor styles, and coping humor

Burak

Atabek

Orhon

2022

Psychology of Music

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Learning and performing music affect the brain and cognition and have a positive impact on emotional states. Negative emotional states such as stress, anxiety, and depression are harmful for teaching. Alternative certification teachers in particular are extremely vulnerable to and suffer greatly from negative emotional states. In addition, humor and coping humor are cognitive processes depending on neural networks of the brain. Therefore, the relationships between alternative certification pre-service teachers’ musical behaviors, negative emotional states, humor styles, and coping humor were examined in order to produce knowledge that can be used to increase effectiveness in education regarding negative emotional states, humor styles, and humor. The participants were 112 pre-service teachers enrolled in the alternative certification program of a public university in Turkey ( N = 112). Responses to six psychometric scales and a musical behaviors questionnaire were collected. Results demonstrated that having music and instrument education, duration of those educations, playing a musical instrument, and being member of a musical group were related to various emotional states, humor styles, and coping humor. The findings obtained from the analyses of the relationships between 11 musical variables and negative emotional states, humor styles, and coping humor are discussed in light of the related literature.

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Section: Discussionsupporting

confidence: 91%

Section: Emotional Statessupporting

confidence: 90%

Relationships between musical behaviors and emotional states, humor styles, and coping humor

Burak

Atabek

Orhon

2022

Psychology of Music

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“…It was consistently found that there was a negative relationship between MTC's musical instrument achievement scores and test anxiety, (Kucuk, 2010;Nacakcı & Dalkıran 2011), MTC's trait anxiety levels and academic achievement (Yokus, Yokus, & Kalaycıoglu 2013), MTC's piano achievement scores and MPA (Gun & Yıldız, 2014), and MTC's social avoidance and piano achievement scores (Pirgon, 2017). Unlike the studies that have been counted so far, Guven (2016) did not find a significant relationship between the MTC's piano achievement scores and their test anxiety, her results are in contradiction with the findings of other studies showing that anxiety has negative effects on students' academic performance.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

The Relationships Between Music Performance Anxiety and the Mindfulness Levels of Music Teacher Candidates

Jelen¹

2021

IES

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In this study the relationships between the Music Performance Anxiety (MPA) levels and mindfulness levels of Music Teacher Candidates (MTC) were investigated. A large sample of undergraduate students (N = 524) from seven different universities from around Turkey took place in the study. The data was collected with both Kenny’s MPA inventory and the Five Facets Mindfulness Questionnaire. The Pearson Moments Correlation Coefficient was used in determining the relationships between the MPA and mindfulness levels of the MTC. To determine whether the MPA of students and mindfulness differ in terms of piano lesson achievement and daily piano practice time (DPPT) variables, a variance analysis (ANOVA) and a Kruskal Wallis H test analyses were used. Students’ mindfulness levels were negatively correlated with their MPA levels. Their piano lesson achievement levels had positive relationship with mindfulness and a negative relationship with their MPA. Similarly, their DPPT had a positive relationship with mindfulness and a negative relationship with MPA.

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“…Scientists from Turkey studied the features of piano education and anxiety while playing the piano (Güven, 2016). Female students were more anxious than male students; graduate students were more anxious than undergraduate students; no significant relationship was found between academic grades and anxiety (Güven, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

Piano education online: Challenges and solutions

Ma²

2022

Educ Inf Technol

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The research objectives are as follows: to consider the possibilities of modern digital technologies in education; to assess the impact of digital technology on the study of a work of art. The study results show the advantages and disadvantages of the WeChat software and the MOOC application, obtained on the basis of a survey of students. According to the WeChat software, 100% of students said they use the app. According to 100% (328 students) of the respondents, the advantage is free use; 98% (321 students) noted learning flexibility and ease of use; 85% (279 students) reported high quality sound and image; 83% (272 students) appreciated instant messages; 75% (246 students) enjoyed integrated screen sharing during conversation; 65% (213 students) reported call recording; 25% (82 students) enjoyed phone calls and protection of private conversations. According to 46% of respondents (151 students), the disadvantages are delay and poor audio quality at the beginning of communication; 42% (138 students) -inaccessibility to other incoming calls during a conversation; 35% (115 students) -difficulties associated with reading a text message received during a video chat; 20% (66 students) -lack of round-the-clock technical support.

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Anxiety and piano exams: Turkish prospective music teachers’ experiences

Cited by 7 publications

References 26 publications

Relationships between musical behaviors and emotional states, humor styles, and coping humor

Relationships between musical behaviors and emotional states, humor styles, and coping humor

The Relationships Between Music Performance Anxiety and the Mindfulness Levels of Music Teacher Candidates

Piano education online: Challenges and solutions

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