Music Performance Anxiety, Perfectionism and Its Manifestation in the Lived Experiences of Singer-Teachers

Cupido, Conroy

doi:10.1080/18125980.2018.1467367

Cited by 7 publications

(5 citation statements)

References 24 publications

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“…Robinson and Nigbur (2018) conducted semi-structured interviews with four undergraduate classical voice students and reported three themes: The psychological impact of the audience, issues of trust, and musical identity. Cupido (2018) investigated MPA, perfectionism and its manifestation in the lived experiences of singer-teachers. Participants reported the main triggers of MPA to be self-induced pressure and concerns over their voices and success.…”

Section: Introductionmentioning

confidence: 99%

“A Bed of Nails”: Professional Musicians’ Accounts of the Experience of Performance Anxiety From a Phenomenological Perspective

Papageorgi

Welch

2020

Front. Psychol.

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Most investigations of musical performance anxiety have employed quantitative methodologies. Whereas such methodologies can provide useful insights into the measurable aspects of the experience in a larger group of participants, the complexity, subtlety and individuality of the emotional experience and the importance of the individual’s interpretation of it are often overlooked. This study employed a phenomenological approach to investigate the lived, subjective experience of performance anxiety, as described in professional musicians’ narratives. Semi-structured interviews with four professional musicians (two males, two females) specializing in Western classical and jazz music genres were conducted and analyzed using Interpretative Phenomenological Analysis (IPA). The analysis revealed the presence of four overarching themes: (1) Intensity of performance anxiety experience, (2) perceived effects, (3) development of coping strategies, and (4) achieving release from anxiety. Findings suggest that the lived experience of performance anxiety is multifaceted, characterized by a physical and a psychological dimension. Interpretative Phenomenological Analysis is a useful research tool that can facilitate our understanding of the subjective experience of performance anxiety (how it is felt and understood at an individual level) and can thus be useful in the development of tailor-made intervention programs for musicians.

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Section: Introductionmentioning

confidence: 99%

“A Bed of Nails”: Professional Musicians’ Accounts of the Experience of Performance Anxiety From a Phenomenological Perspective

Papageorgi

Welch

2020

Front. Psychol.

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“…This is consistent with views in which a personcontext interaction shapes perfectionism (Flett et al, 2002;Hibbard and Davies, 2011;Hewitt et al, 2017;Curran and Hill, 2019). Since the model fit was optimal, these findings suggest that motivational contexts in which expectations or criticism from others might be relevant for students' experiences (McArdle and Duda, 2004;Cupido, 2018) may set crucial conditions for need satisfaction and frustration, in turn, prompting adaptive and maladaptive perfectionism, and flourishing.…”

Section: Discussionmentioning

confidence: 93%

Context Matters: Teaching Styles and Basic Psychological Needs Predicting Flourishing and Perfectionism in University Music Students

et al. 2021

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Professional musicians are expected to perform at a very high level of proficiency. Many times, this high standard is associated with perfectionism, which has been shown to prompt both adaptive and maladaptive motivational dynamics and outcomes among music students. The question about how perfectionism interplays with motivational dynamics in music students is still unanswered and research within this line is scarce, especially in Latin America. In the light of Self-Determination Theory (SDT), this cross-sectional study investigated the relationship between the perceptions of motivational context (teachers' motivating styles: autonomy supportive or controlling), basic psychological needs (satisfaction/frustration), perfectionism (adaptive/maladaptive), and flourishing in University music students from Lima, Peru (N = 149; mean age = 20.68, SD = 3.03; 71% men). We performed a path analysis testing a model in which motivational teaching styles predicted both, perfectionism and flourishing via need satisfaction and frustration. The model's fit indices were ideal [χ2 (7, N = 143) = 7.48, p = 0.300, CFI = 0.998, TLI = 0.992, RMSEA = 0.021, SRMR =0.040]. In this model, perceived autonomy supportive style predicted need satisfaction positively and need frustration negatively; perceived controlling teaching style did not predict need satisfaction nor frustration. In turn, need satisfaction positively predicted adaptive perfectionism (i.e., high standards) and flourishing; whereas, need frustration predicted maladaptive perfectionism (i.e., discrepancy). These results shed light on the relevance of perfectionism in the psychology of higher music education students. Lastly, we highlight the importance of autonomy support in fostering adaptive high standards and flourishing in music learning.

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“…Even though many studies recommended REBT techniques to reduce perfectionistic beliefs and the theory sustained that by adopting an unconditional self-acceptance philosophy the individuals will accept themselves as fallible and imperfect persons ( Cohen, 2019 ), an REBT intervention with specific tasks for increasing unconditional self-acceptance has not enough impact for teachers to reduce their level of perfectionism. The main reason could be related to the specific of the teaching profession which, due to the high standards promoted, encourages perfectionistic tendencies in teachers ( Cupido, 2018 ; Shim et al, 2020 ). Student grades rank schools and for this reason, many principals put great pressure on the teachers to get very good results from their students.…”

Section: Discussionmentioning

confidence: 99%

“…In educational settings, perfectionism represents an important issue because it has strong relations with achievements ( Osenk et al, 2020 ). More than that, educational context sustains perfectionistic behaviors with both positive outcomes, when we refer to positive perfectionism, such as endorsement of mastery goals for teaching, high level of job satisfaction, flow experience during teaching, and proactive coping ( Shim et al, 2020 ; Samfira and Paloş, 2021 ) but also negative ones, when we refer to negative or neurotic perfectionism, such as burnout, anxiety, academic procrastination, exhaustion, depressed mood, performance, and work-avoidance goal orientation ( Cupido, 2018 ; Shirazizadeh and Karimpour, 2019 ; Horan et al, 2021 ; Serdar et al, 2021 ; Kilmen, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

The effectiveness of a rational-emotive intervention on teachers’ unconditional self-acceptance, perfectionism, and pupil control ideology

Samfira,

Sava

2023

Front. Psychol.

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IntroductionThe present research aimed to investigate the effectiveness of a Rational Emotive Behavior Therapy (REBT) intervention on in-service teachers.MethodsA quasi-experimental 2-group (intervention vs. control) × 3-time (pre, post-test, follow-up) design was applied to explore to what extent the REBT interventions help teachers increase their level of unconditional self-acceptance as the primary outcome and decrease their perfectionism tendencies and pupil control ideology as secondary outcomes. The sample consisted of 100 in-service teachers assigned to either the intervention group (n = 50) or the control group (n = 50). The experimental group received a 6-week intervention program. Every session was held weekly and lasted 90–120 min. The Unconditional Self-Acceptance Questionnaire (USAQ), Pupil Control Ideology Scale (PCI), and Perfectionism Inventory Scale (PI) were used to collect data. This study used a mixed model ANOVA 2 × 3 for data analysis.ResultsThe results indicated that in the experimental group, there was a statistically significant increase in unconditional self-acceptance level from pre-test to post-test, which remains significant at the 6-month follow-up. Likewise, there were no statistically significant differences in unconditional self-acceptance levels between the post-test and 6-month follow-up in the intervention group.DiscussionThese findings prove that REBT interventions are effective in increasing teachers’ unconditional self-acceptance.

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Music Performance Anxiety, Perfectionism and Its Manifestation in the Lived Experiences of Singer-Teachers

Cited by 7 publications

References 24 publications

“A Bed of Nails”: Professional Musicians’ Accounts of the Experience of Performance Anxiety From a Phenomenological Perspective

“A Bed of Nails”: Professional Musicians’ Accounts of the Experience of Performance Anxiety From a Phenomenological Perspective

Context Matters: Teaching Styles and Basic Psychological Needs Predicting Flourishing and Perfectionism in University Music Students

The effectiveness of a rational-emotive intervention on teachers’ unconditional self-acceptance, perfectionism, and pupil control ideology

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