The Mediating Role of Shyness on the Relationship Between Academic Satisfaction and Flourishing among Pre-Service Music Teachers

Abstract

This study examined shyness as a potential mediator in the relationship between academic satisfaction and flourishing among Turkish music teacher education students. Using a questionnaire-based survey design, data were collected from 162 (100 female and 62 male) pre-service music teachers. The Shyness Scale, the Academic Life Satisfaction Scale and the Flourishing Scale were used for data collection. The bootstrap re-sampling method was employed using Hayes’s SPSS PROCESS macro. Results of bivariate correlations showed that, higher academic satisfaction was associated with increased flourishing as expected, whereas higher shyness was associated with decreased flourishing. The mediation model was significant for the contribution of shyness. These findings offer useful implications for the instructors of pre-service music teachers and counseling professionals in higher education.

Relation between Shyness and Music Academic Engagement: The Mediation of Achievement Goals—A Cross-Sectional Survey Study

“…However, these speculations still need to be further unpacked and evaluated. Furthermore, according to the discussion in the literature review section, the emphasis on experience, performance, participation, and collaboration in the music discipline seems to be more likely than in other disciplines to cause negative emotions in shy students and further impact students' academic engagement [11][12][13]37]. This study does not provide sufficient evidence of whether and how the characteristics of the music discipline impact differently on shy students compared to other disciplines.…”

“…Meanwhile, according to the academic engagement positively predict academic achievement [10], shy students' music academic engagement may influence their music academic achievement. Therefore, due to the characteristics of music as an expressive discipline, more engagement [11,12] and less shyness [13] is required for college students majoring in music when they performing on the stage. As shyness may cause social avoidance, thereby negatively predicting students' music academic engagement [6], students with less shyness trait would engage deeper and perform 2 of 15 better [12].…”