Toward effective performance psychology interventions in tertiary music education: An exploration of students’ experiences, attitudes, and preferences

IF 1.6 3区心理学 0 MUSIC

Psychology of Music Pub Date : 2023-10-28 DOI:10.1177/03057356231204859

Akiho Suzuki, Stephanie Pitts

{"title":"Toward effective performance psychology interventions in tertiary music education: An exploration of students’ experiences, attitudes, and preferences","authors":"Akiho Suzuki, Stephanie Pitts","doi":"10.1177/03057356231204859","DOIUrl":null,"url":null,"abstract":"Tertiary music students face a variety of challenges in their musical journeys. It is therefore promising that studies have begun to explore the potential of performance psychology interventions to help music students. However, less attention has been given to how such interventions should be designed and delivered for maximum efficacy. This study aimed to address this gap by exploring tertiary music students’ needs, preferences, and attitudes regarding performance psychology. Through semi-structured interviews and questionnaires, 11 students shared their experiences of the psychological aspects of being a music student as well as their attitudes toward interventions. Analysis revealed that students currently gained most of their knowledge of performance psychology through experience and personal research. They discussed a range of factors that helped them, as well as personal and environmental factors that created challenges. Participants wanted sessions that were practical, individually tailored, and held in a safe space. Regarding consultants, students placed high importance on personal characteristics and musical background. Time constraints and stigma were the two main barriers that the participants believed may prevent them from benefiting from an intervention. Recommendations for future intervention studies are made based on current and existing findings.","PeriodicalId":47977,"journal":{"name":"Psychology of Music","volume":null,"pages":null},"PeriodicalIF":1.6000,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Psychology of Music","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/03057356231204859","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"MUSIC","Score":null,"Total":0}

引用次数: 0

Abstract

Tertiary music students face a variety of challenges in their musical journeys. It is therefore promising that studies have begun to explore the potential of performance psychology interventions to help music students. However, less attention has been given to how such interventions should be designed and delivered for maximum efficacy. This study aimed to address this gap by exploring tertiary music students’ needs, preferences, and attitudes regarding performance psychology. Through semi-structured interviews and questionnaires, 11 students shared their experiences of the psychological aspects of being a music student as well as their attitudes toward interventions. Analysis revealed that students currently gained most of their knowledge of performance psychology through experience and personal research. They discussed a range of factors that helped them, as well as personal and environmental factors that created challenges. Participants wanted sessions that were practical, individually tailored, and held in a safe space. Regarding consultants, students placed high importance on personal characteristics and musical background. Time constraints and stigma were the two main barriers that the participants believed may prevent them from benefiting from an intervention. Recommendations for future intervention studies are made based on current and existing findings.

查看原文本刊更多论文

高等音乐教育中有效的表演心理干预:对学生经验、态度和偏好的探索

高等院校的音乐学生在他们的音乐旅程中面临着各种各样的挑战。因此，研究已经开始探索表演心理学干预的潜力，以帮助音乐学生，这是有希望的。然而，对于如何设计和提供这些干预措施以获得最大功效的关注较少。本研究旨在探讨大专音乐学生对表演心理的需求、偏好和态度，以解决这一差距。透过半结构式访谈及问卷调查，11位学生分享了他们作为一名音乐学生的心理体验，以及他们对干预的态度。分析显示，目前学生对行为心理学的知识大多是通过亲身体验和个人研究获得的。他们讨论了一系列帮助他们的因素，以及造成挑战的个人和环境因素。参与者希望会议是实用的，个性化的，并在一个安全的空间举行。在咨询师方面，学生对个人特点和音乐背景的重视程度较高。时间限制和耻辱感是参与者认为可能阻止他们从干预中受益的两个主要障碍。对未来干预研究的建议是基于当前和现有的发现。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Psychology of Music Multiple-

CiteScore

4.00

自引率

17.60%

发文量

期刊介绍： Psychology of Music and SEMPRE provide an international forum for researchers working in the fields of psychology of music and music education, to encourage the exchange of ideas and to disseminate research findings. Psychology of Music publishes peer-reviewed papers directed at increasing the scientific understanding of any psychological aspect of music. These include studies on listening, performing, creating, memorising, analysing, describing, learning, and teaching, as well as applied social, developmental, attitudinal and therapeutic studies. Special emphasis is placed on studies carried out in naturalistic settings, especially those which address the interface between music psychology and music education.