The effects of pedagogical variables on musical performance anxiety.

This study examines the relationship between music students and their private teachers and how this relationship may affect the students' subjective experience of Musical Performance Anxiety (MPA) Forty-nine voice, piano and instrumental majors from Baylor University School of Music were given the State-Trait Anxiety Inventory (STAI) and the Performance Anxiety Inventory (PAI) and then participated in a semi-structured interview with the investigator. Included in the interview was a self-report inventory consisting of twelve pedagogical variables. The relationship between pedagogical variables and MPA was determined with correlational analyses. Specifically, the pedagogical variables were correlated with scores on the PAI and STAI. Additionally, the scores from PAI, STAI and the twelve pedagogical variables from each of the three groups (voice, piano, instrumental) were analyzed with Analysis of Variance (ANOVA) After the interviews were completed, the subjects were divided into groups (below average MPA, average MPA, above average MPA) based on their PAI scores and the data from the interviews were analyzed qualitatively. Following the results there are recommendations for further study.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Doctoral

Grantor

Baylor University.

Year dc:date.issued

1998

Author dc:creator

• DeForest, George Robert, III.

Advisor dc:contributor.advisor

• Karaffa, Ann W.

• Music -- Instruction and study.
• Performance anxiety.
• Stage fright.

Statement dc:rights

• Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission.

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/2104/13481

OAI identifier oai:identifier

oai:baylor-ir.tdl.org:2104/13481