Aprendizaje musical y ansiedad escénica en edades tempranas: 8-12 años

Abstract

Anxiety can negatively affect performance quality, increasing the likelihood of failure and impaired performance. The aims of this research were: (1) to examine the differences in music performance anxiety (MPA), self-confidence, self-efficacy and fear of negative evaluation levels among 8-12 year old music students, according to sex, age and type of instruction; and (2) to propose an explanatory model to describe the origins of MPA. A total sample of 198 music school and conservatory students (54.5% girls; M = 9.65, SD = 1.25) have completed the MPAI-A, MPAI-A-State, CSAI-2 RE, SMLQ-Ch and BFNE-S scales. Girls scored significantly higher in self-efficacy, with a medium-high effect size. A model in which State-MPA has an effect on Trait-MPA, both directly and moderated by self-confidence, self-efficacy and fear of negative evaluation was tested. All fit coefficients were satisfactory and multi-group analyses showed model consistency across all four groups that were investigated. These results indicate the appropriateness of avoiding stressful performance experiences that could have a negative impact on self-confidence, increasing students’ vulnerability to anxiety.