Music performance anxiety in 8- to 12-Year-Old children

Urruzola, Maria-Victoria; Iturrioz, Elena Bernarás

doi:10.1016/j.psicoe.2019.10.003

Cited by 11 publications

(11 citation statements)

References 25 publications

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“…When people know that they can effectively handle many demanding events (self-efficacy), it reduces their FF negatively ( Weinstein and Ryan, 2011 ; Krijgsman et al, 2017 ). This is similar to previous research on the effects of SE in health profession undergraduate students to overcome FF and reduce academic procrastination, and SE in music students to reduce anxiety when performing music ( Zhang et al, 2018 ; Urruzola and Bernaras, 2020 ).…”

Section: Resultssupporting

confidence: 88%

“…SE is the degree to which one believes in oneself and is able to use one's abilities to do certain things and achieve certain goals (Bandura, 1994(Bandura, , 1997. In short, it is similar to a demonstration of self-confidence and the feeling of having enough ability to do the job; therefore, when the SE of vocational students is higher, the negative psychology of FF will be lower (Zhang et al, 2018;Urruzola and Bernaras, 2020;Rahimi and Hall, 2021). Therefore, the following hypotheses were proposed (see Figure 1): H 4 : MT will positively affect FF H 5 : SE will negatively affect FF…”

Section: Research Hypothesesmentioning

confidence: 99%

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The influence of motivation, self-efficacy, and fear of failure on the career adaptability of vocational school students: Moderated by meaning in life

Chuang

Huang²,

Lin

et al. 2022

Front. Psychol.

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It is an important issue for vocational school students to have good adaptability for their future life. This study combines career construction theory and self-determination theory to construct a model to explore the relationship between the “motivation,” “self-efficacy,” “fear of failure,” “career adaptability,” and “meaning in life” of vocational school students. This study used a secondary data research method and retrieved a total of 2,377 data from vocational school students in Taiwan from the perspective of data exploration using PISA 2018 data, which was validated by the partial least squares structural equation model (PLS-SEM). The following results were obtained: (1) Vocational students were afraid that failure would have a negative impact on their career adaptability. (2) Motivation and Self-efficacy had a positive effect on career adaptability. (3) Motivation positively affected fear of failure. (4) Self-efficacy negatively affected fear of failure. (5) Meaning in life could positively moderate the effect of self-efficacy on fear of failure. (6) However, there was no statistical difference in the moderating effect of meaning in life on the relationship between motivation and fear of failure. First, fear of failure negatively affected career adaptability, while motivation and self-efficacy positively affected career adaptability; compared to the three effects, the negative effect of fear of failure may not be as great as expected. Second, motivation is like a double-edged sword as it improves adaptability, but it also comes with an increased fear of failure. On the contrary, self-efficacy can simultaneously improve the career adaptability of vocational students and reduce their fear of failure. Therefore, the development of self-efficacy should be given priority over motivation in the career adaptability enhancement strategy of vocational students. Finally, the meaning of life can positively moderate the negative influence of self-efficacy on the fear of failure. In other words, for vocational students with a low sense of self-efficacy, perhaps life education can be used instead as a strategy to reduce their fear of failure.

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Section: Resultssupporting

confidence: 88%

Section: Research Hypothesesmentioning

confidence: 99%

The influence of motivation, self-efficacy, and fear of failure on the career adaptability of vocational school students: Moderated by meaning in life

Chuang

Huang²,

Lin

et al. 2022

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…Our sample only featured students who had already achieved a certain degree of training: only students enrolled in conservatorios profesionales and conservatorios superiores , but not in elementary education, amateur musicians, or students receiving training in nongovernment-approved private music schools. Ritchie and Williamon (2011b), as well as Urruzola and Bernaras (2020), have indeed shown the learning subscale’s validity for earlier ages than those featured in our study. In this study, we maintained the original scale’s response system: 7 discrete points.…”

Section: Discussionsupporting

confidence: 74%

“…On younger students we only applied the self-efficacy subscale for learning, which has proven to be valid and reliable for those ages. Thus, Ritchie and Williamon (2013) found good internal consistency (α = .87) for the English-language version with 11 items, and Urruzola and Bernaras (2020) obtained good results with Spanish students (α = .70); however, the latter did not provide more detailed information about the items.…”

Section: Discussionmentioning

confidence: 94%

“…In view of the construct’s specificity, they developed two subscales (musical self-efficacy for learning and musical self-efficacy for performing), with a 7-point Likert-type scale format (from 1 = disagree to 7 = agree ) and 11 items per subscale. The scale was validated in 2011 on a sample of 250 music conservatory and music university students: one of its subscales, the learning scale, was applied to primary education students (Ritchie & Williamon, 2011, 2013), an option similar to that which was carried out by Urruzola and Bernaras (2020), who applied it to Spanish students of the same age: 8 to 12 years old.…”

mentioning

confidence: 99%

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General Musical Self-Efficacy Scale: Adaptation and validation of a version in Spanish

López

Alzugaray

Cuartero

et al. 2022

Psychology of Music

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This article presents the process of translation into Spanish, adaptation, and validation of the General Musical Self-Efficacy Scale by Ritchie and Williamon. After having carried out reverse translation and a preliminary study, the scale was tested on a sample of 668 students enrolled in six Spanish music academies (secondary school and university level). Our results corroborated the two original subscales: one for self-efficacy for learning (α = .792 and α = .734), and the other for self-efficacy for public performance (α = .773 and α = .780), after having removed one item in each subscale on the basis of internal consistency indicators and factorial analysis. The subscales we thereby obtained likewise presented good temporal stability ( r = .513 and .539); they both correlated with performance anxiety (stage fright); both correlated more highly with the public performance subscale. Validation data signaled higher scores obtained by students enrolled in university-level music academies, by students who had started music training at an earlier age, for the boys at secondary level, and for the younger group of students at secondary level. To summarize, this version of the General Musical Self-Efficacy Scale is a valid, reliable tool for measuring self-efficacy in Spanish music students.

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Music performance anxiety in children 9−12 years old in a music program

Tardif,

Boucher,

Lane

et al. 2023

Psychology in the Schools

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Music‐intensive school program are one way of enhancing arts‐education in public schools. Elementary school students enrolled in a music‐intensive program are exposed to several stress factors that could contribute to development of music performance anxiety (MPA). This study aims to describe MPA manifestations as reported by 164 students from 9 to 12 years of age taking part in a music‐intensive school program, and to identify what may contribute to its development. Data were collected using a sociodemographic questionnaire, and the French version of the Music Performance Anxiety Inventory for Adolescents. Although it was expected that being involved in an intensive music program would bring students to report higher levels of MPA, results showed moderate levels of MPA. In addition, girls reported significatively more manifestations of MPA than boys. The MPA level also vary according to the origin of the registration in the program (child's request or parents' suggestion), and the cycle. Indeed, cycle 2 students reported significantly less MPA than cycle 3 students when the request to participate in the music‐intensive program came from the child. Findings provide useful key points that should be considered for both practitioners and researchers.

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Music performance anxiety in 8- to 12-Year-Old children

Cited by 11 publications

References 25 publications

The influence of motivation, self-efficacy, and fear of failure on the career adaptability of vocational school students: Moderated by meaning in life

The influence of motivation, self-efficacy, and fear of failure on the career adaptability of vocational school students: Moderated by meaning in life

General Musical Self-Efficacy Scale: Adaptation and validation of a version in Spanish

Music performance anxiety in children 9−12 years old in a music program

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