ABSTRACT

The purpose of this study was to investigate the relational changes between music performance anxiety (MPA), self-efficacy, performance quality, and behavioural anxiety in five adolescent piano students over a six-week intervention. Additionally, the study explored the effects of a positive self-review self-modelling intervention on adolescent musicians. Self-report measures, performance evaluations, and behavioural anxiety ratings were used to collect data. Results indicate that the relational changes between MPA, self-efficacy, and performance quality are complex. There were no observed relationships between MPA and self-efficacy or performance, suggesting that MPA can have both debilitative and facilitate effects on these variables. Additionally, there was no relationship between MPA and behavioural anxiety, suggesting that students may appear less anxious than they feel. Finally, the results suggest that self-modelling has individual effects on musicians, meaning that self-modelling can provide teachers with a versatile strategy for reducing MPA, improving performance quality, and/or increasing performance confidence.

摘要

这项研究的目的是调查五名青春期钢琴学生在六周的干预下音乐演奏焦虑症（MPA），自我效能感，演奏质量和行为焦虑之间的关系变化。此外，该研究还探讨了积极的自我评估自我建模干预对青少年音乐家的影响。自我报告测量，绩效评估和行为焦虑评分被用来收集数据。结果表明，MPA，自我效能和绩效质量之间的关系变化很复杂。没有观察到MPA与自我效能或绩效之间的关系，这表明MPA可以对这些变量具有使人衰弱和促进的作用。此外，MPA与行为焦虑之间没有关系，这表明学生的焦虑情绪可能比他们想像的要少。最后，结果表明自我建模会对音乐家产生个体影响，这意味着自我建模可以为教师提供减少MPA，提高演奏质量和/或提高演奏信心的通用策略。