{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/121973"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/121973","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Rethinking performance anxiety: An exploration of students’ experiences during music study","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-03-01 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-03-01 without embargo terms","abstract_has_math":false,"creators":["Segredo, Suzanne J"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"A.Mus.D.","degree_level":"Dissertation","degree_discipline":"Music","degree_department":null,"school":null,"contributors":["Faribanks, Stephen","Dee, John","Silvers, Michael","Moorhouse, Linda R"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-12","date_published":"2023-12","updated_at":"2026-07-22T22:25:00Z","subjects":["Music Performance Anxiety","Pedagogy","Phenomenology","Flow","Evaluation","Management","Education"],"languages":["en","eng"],"rights":["Copyright 2023 Suzanne Segredo"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/121973","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Faribanks, Stephen","Dee, John","Silvers, Michael","Moorhouse, Linda R"]},{"key":"dc:creator","label":"Author","values":["Segredo, Suzanne J"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2023-12","2023-11-10"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Music"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["A.Mus.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Music Performance Anxiety","Pedagogy","Phenomenology","Flow","Evaluation","Management","Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2023 Suzanne Segredo"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/121973"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-03-01 without embargo terms","The student, Suzanne Segredo, accepted the attached license on 2023-11-06 at 15:33.","The student, Suzanne Segredo, submitted this Dissertation for approval on 2023-11-06 at 15:33.","This Dissertation was approved for publication on 2023-11-10 at 13:32.","DSpace SAF Submission Ingestion Package generated from Vireo submission #19888 on 2024-03-01 at 13:14:11","This exploratory study considers the role that the educator has in relation to music performance anxiety. Findings show that most music students report through their lived experiences that they experience performance anxiety to some degree, and further, students desire an acknowledgement of their MPA so they can receive instructional and proactive guidance on how to manage performance anxiety in their own music curriculums and careers. The research presented here considers the extent to which performance pedagogy in music schools lack practice/performance habits affecting the student’s self-esteem and musical identity. This research was conducted in two phases. The first consisted of a brief questionnaire presented to graduate and undergraduate music students at the University of Illinois Urbana-Champaign to measure their experience of music performance anxiety (MPA). This was followed by a detailed interview which aimed to better understand the lived experiences of music students dealing with MPA. The responses draw attention to a desire for more access to positive academic practices and teaching environments that currently hinder performance, as well as methods that create a healthier relationship with performance. Results from this study suggest that the relationship between pedagogy and MPA is deserving of additional scholarship. Music institutions may benefit by aligning their curricula with emerging scholarship on MPA. This paper raises awareness on such issues and presents a positive and effective approach to music pedagogy that can be taught and evaluated in accordance with a healthier, more successful approach to performance."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Rethinking performance anxiety: An exploration of students’ experiences during music study"]}]}],"canonical_facts":{"dc:contributor":["Faribanks, Stephen","Dee, John","Silvers, Michael","Moorhouse, Linda R"],"dc:creator":["Segredo, Suzanne J"],"dc:date":["2023-12","2023-11-10"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-03-01 without embargo terms","The student, Suzanne Segredo, accepted the attached license on 2023-11-06 at 15:33.","The student, Suzanne Segredo, submitted this Dissertation for approval on 2023-11-06 at 15:33.","This Dissertation was approved for publication on 2023-11-10 at 13:32.","DSpace SAF Submission Ingestion Package generated from Vireo submission #19888 on 2024-03-01 at 13:14:11","This exploratory study considers the role that the educator has in relation to music performance anxiety. Findings show that most music students report through their lived experiences that they experience performance anxiety to some degree, and further, students desire an acknowledgement of their MPA so they can receive instructional and proactive guidance on how to manage performance anxiety in their own music curriculums and careers. The research presented here considers the extent to which performance pedagogy in music schools lack practice/performance habits affecting the student’s self-esteem and musical identity. This research was conducted in two phases. The first consisted of a brief questionnaire presented to graduate and undergraduate music students at the University of Illinois Urbana-Champaign to measure their experience of music performance anxiety (MPA). This was followed by a detailed interview which aimed to better understand the lived experiences of music students dealing with MPA. The responses draw attention to a desire for more access to positive academic practices and teaching environments that currently hinder performance, as well as methods that create a healthier relationship with performance. Results from this study suggest that the relationship between pedagogy and MPA is deserving of additional scholarship. Music institutions may benefit by aligning their curricula with emerging scholarship on MPA. This paper raises awareness on such issues and presents a positive and effective approach to music pedagogy that can be taught and evaluated in accordance with a healthier, more successful approach to performance."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/121973"],"dc:language":["en","eng"],"dc:rights":["Copyright 2023 Suzanne Segredo"],"dc:subject":["Music Performance Anxiety","Pedagogy","Phenomenology","Flow","Evaluation","Management","Education"],"dc:title":["Rethinking performance anxiety: An exploration of students’ experiences during music study"],"dc:type":["text"],"thesis:degree_discipline":["Music"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["A.Mus.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:00Z"}