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

Sarıkaya, Muhsin; Kurtaslan, Zafer

doi:10.15345/iojes.2018.04.010

Cited by 12 publications

(19 citation statements)

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“…One significant finding is that students regularly experience some MPA onstage, but their discomfort is exacerbated during an exam or a jury evaluation, as previous studies have found (Osborne & Franklin, 2002;Osborne, Kenny, & Holsomback, 2005;Yöndem, 2012). Causative factors in this study included perfectionism and inadequate preparation, thus following causative factors in the literature Fehm and Schmidt (2006); Yondem (2007); Osborne and Kenny (2008); Kenny et al (2014); Sarıkaya (2018). Similar to Yondem (2007) and Teztel and Aşkın (2007), this study found that students had anxiety of being evaluated, the anxiety of being acclaimed, and stage anxiety.…”

Section: Discussionsupporting

confidence: 67%

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

Okan

Usta

2021

EDU

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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.

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Section: Discussionsupporting

confidence: 67%

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

Okan

Usta

2021

EDU

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“…It also highlights the pressure that children sometimes face in music instruction, participating in examinations and being subjected to direct criticisms from families, teachers, and even strangers. Some researchers have proposed that educators could play a significant role in guiding children through MPA (Fehm & Schmidt, 2006;Patston, 2014;Patston & Waters, 2015;Sarikaya & Kurtaslan, 2018). Patston (2014) and Patston and Waters (2015) suggest that, instead of pushing students to practice for extended periods with unrealistic performance expectations, educators should be encouraged to engage with students by creating individualized lessons and practice plans to support effective and equitable learning for their students.…”

Section: Mpa and Perfectionismmentioning

confidence: 99%

A critical review of child perfectionism as it relates to music pedagogy

Jeong

Ryan

2021

Psychology of Music

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Perfectionism as a construct has received increasing attention in recent years, in particular with regard to its potentially debilitating effects. In this critical literature review, the prevalence and development of perfectionism in school-age musicians are examined, with an eye to the implicit values of neoliberalism and settler colonialism represented in music curricula. Parent, teacher, and cultural influences are considered, as well as the role of perfectionism in children’s experience of music performance anxiety. Suggestions that perfectionism in this context may be a product of punitive methods in education and inequitable distribution of resources are discussed. Recommendations are made for pedagogical practices and research with children, as well as implications for parents, with specific attention focused on the need to deviate from the idea that perfect performances are the only measurements of success in music.

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“…A person with perfectionistic traits tends to demand an excessive quality of performance from themself in any task, therefore generating high levels of anxiety (Sarikaya and Kurtaslan, 2018). In this regard, some musicians have not been able to give any scheduled concerts throughout their professional life due to their high levels of anxiety (Kenny, 2011).…”

Section: Introductionmentioning

confidence: 99%

“…In other words, performing, and doing so on a crowded stage, is not the same as listening to music with the purpose of achieving a state of relaxation. Similarly, neither music performance nor listening, which have a positive or negative impact on the anxiety caused by perfectionism (Flett et al, 1998;Sarikaya and Kurtaslan, 2018;Aydin and Yerin-Güneri, 2020;Tyler et al, 2021), are the same as AMA.…”

Section: Introductionmentioning

confidence: 99%

Emotional Intelligence, Perceived Academic Self-Efficacy, and Perfectionistic Automatic Thoughts as Predictors of Aesthetic-Musical Awareness in Late Adolescence

et al. 2021

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Aesthetic-musical awareness demarcates a person's own perception of their ability to connect with music and the emotions it evokes. This may imply a benefit for the affective state of the individual. Therefore, the aim of this study was to observe whether there are statistically significant differences in emotional intelligence, perceived academic self-efficacy, and perfectionistic automatic thoughts when there are high and low scores in aesthetic-musical awareness in late adolescence. Likewise, we also aimed to determine whether emotional intelligence, perceived academic self-efficacy, and perfectionistic automatic thoughts are predictors of high aesthetic-musical awareness. To this end, a sample of 798 Spanish students between 17 and 23 years of age (Mage = 18.5 years) was used. Statistically significant differences were found for the dimensions of each variable when there were high and low scores in aesthetic-musical awareness (scores between d = −0.31 and −0.40), with higher mean scores for emotional intelligence, perceived academic self-efficacy, and perfectionistic automatic thoughts being present in the group with high aesthetic-musical awareness. Likewise, it was observed that the probability of presenting high scores in aesthetic-musical awareness was higher when there was an increase in emotional intelligence, perceived academic self-efficacy, and perceived automatic thoughts. In conclusion, the results found demonstrate that both emotional intelligence, perceived academic self-efficacy, and the presence of perfectionistic automatic thoughts influence on whether an individual has greater aesthetic-musical awareness. Taking into account previous studies that show how music influences the well-being of the person, these findings show a favorable link for the design of programs that benefit the emotional state of adolescents.

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

Cited by 12 publications

References 0 publications

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

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

A critical review of child perfectionism as it relates to music pedagogy

Emotional Intelligence, Perceived Academic Self-Efficacy, and Perfectionistic Automatic Thoughts as Predictors of Aesthetic-Musical Awareness in Late Adolescence

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