Exploring music performance anxiety, self-efficacy, performance quality, and behavioural anxiety within a self-modelling intervention for young musicians

MacAfee, Erin; Comeau, Gilles

doi:10.1080/14613808.2020.1781074

Cited by 23 publications

(20 citation statements)

References 50 publications

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“…In contrast, interviewed teachers avoided MPA discussion with younger students or students who did not exhibit MPA symptoms for fear that introducing the concept of MPA could unintentionally increase MPA. However, this belief could be problematic as comparisons between self-report MPA and observed behavioural anxiety symptoms indicate that self-perceived and observed MPA can differ (Braden et al, 2015;MacAfee & Comeau, 2020a;Spahn, Walther, & Nusseck, 2016). Given that teacher observation may not accurately detect MPA, direct communication may be a more effective way for teachers to support students.…”

Section: Discussionmentioning

confidence: 99%

“…The Research Ethics Board of the researcher's home institution approved this study. As this study was part of a larger set of studies examining MPA in adolescent pianists (Dempsey & Comeau, 2019;MacAfee & Comeau, 2020a, 2020b, five private piano teachers between the ages of 22 and 57 participated. Participants were required to have at least 1 year of teaching experience and needed to currently be teaching private piano lessons.…”

Section: Methods Participantsmentioning

confidence: 99%

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Teacher perspective on music performance anxiety: an exploration of coping strategies used by music teachers

MacAfee

Comeau

2022

Brit. J. Music. Ed.

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The purpose of this study was to explore music performance anxiety (MPA) from music teachers’ perspectives by identifying and describing common coping strategies teachers use to support students with MPA. A quantitative content analysis of scientific and non-scientific MPA literature identified preparation, open communication, realistic expectations, exposure therapy and deep breathing as the five most common coping strategies mentioned in the literature. Qualitative thematic analyses of existing literature and interview transcripts from five piano teacher participants provided descriptions of the five commonly identified coping strategies. A comparison of literature and interview results suggests a gap between research knowledge of MPA and practical teaching application. While music teachers employ a variety of strategies to help students cope with MPA, they may also benefit from formal MPA training opportunities grounded in research to provide additional resources for effectively managing students with MPA.

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Section: Discussionmentioning

confidence: 99%

Section: Methods Participantsmentioning

confidence: 99%

Teacher perspective on music performance anxiety: an exploration of coping strategies used by music teachers

MacAfee

Comeau

2022

Brit. J. Music. Ed.

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“…While most research prior to 2000 considered only the experiences of professional and preprofessional musicians, the lens has since shifted and an increasing body of literature points to its presence, and potential development, in the school-age years (see, for example, Allen, 2011;Braden et al, 2015;Diaz, 2018;Fehm & Schmidt, 2006;Kalenska-Rodzaj, 2020;Lorenz, 2002;MacAfee & Comeau, 2020;Maroon, 2003;Osborne et al, 2005Osborne et al, , 2007Osborne & Kenny, 2008;I. Papageorgi, 2006;J.…”

Section: Mpa and Perfectionismmentioning

confidence: 99%

“…Self-efficacy refers to an individual’s belief and confidence in their capacity to successfully learn or perform specific tasks (Bandura, 1977). In music education and performance, self-efficacy generally refers to musicians’ belief in themselves to learn specific skills and difficult repertoires, and to perform well (MacAfee & Comeau, 2020; McPherson & McCormick, 2006). Greater self-efficacy was linked to better performances and more success in music examinations (McPherson & McCormick, 2006).…”

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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“…Performance anxiety has recently come into focus as an issue not only for experienced musicians, but also for those in the training years (see, e.g. Diaz, 2018; Fehm & Schmidt, 2006; Kaleńska-Rodzaj, 2020; Lorenz, 2002; MacAfee & Comeau, 2020; Maroon, 2003; Osborne & Kenny, 2008; Osborne et al, 2005, 2007; Papageorgi, 2006, 2020; Rae & McCambridge, 2004; Rothlisberger, 1992; Ryan, 1998, 2004; Sinclair, 1997). Studies have shown that from very early days, children can experience intense stress surrounding music performances, even in group contexts.…”

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confidence: 99%

Children’s feelings about piano performances across a year of study

Ryan

Boucher²,

Ryan

2022

International Journal of Music Education

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Solo performance is a common experience for children learning to play an instrument, yet the research literature on these experiences is limited, with a focus on older children and adolescents. The purpose of this study was to examine younger children’s feelings about performance over the course of a year of study. Forty-one children were interviewed about their piano lessons and performance experiences at the end of two consecutive semesters of study. They also responded to a pictorial scale on their feelings about performance at each interview and again at two piano recitals. Results indicate that children are remarkably consistent in their feelings about performing in piano recitals, with few significant changes over time and context. Correlation analyses indicate changes in the relationships between feelings about performance and certain study variables over time—in particular age, liking of lessons, liking of performing, practice time, and perception of being good at piano. In the fall term, gender and age are significant predictors of feelings about performance, with younger children and boys feeling most positive. In the spring, the findings shift and the only significant predictor is children’s liking of piano lessons. Implications and directions for further research are discussed.

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Exploring music performance anxiety, self-efficacy, performance quality, and behavioural anxiety within a self-modelling intervention for young musicians

Cited by 23 publications

References 50 publications

Teacher perspective on music performance anxiety: an exploration of coping strategies used by music teachers

Teacher perspective on music performance anxiety: an exploration of coping strategies used by music teachers

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

Children’s feelings about piano performances across a year of study

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