探究土耳其艺术高中音乐系学生的音乐表演焦虑症

IF 1.3 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Music Education Pub Date : 2024-07-27 DOI:10.1177/02557614241265369

Gülnihal Gül, Melike Çakan Uzunkavak, Doruk Engür

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引用次数: 0

摘要

表演焦虑是阻碍音乐家展示自身潜力的一个重要因素。接受专业音乐教育的学生可能会因为这种焦虑而在学习和职业生活中受到负面影响。为了克服表演焦虑，找出导致表演焦虑的因素非常重要。从这个角度出发，本研究使用音乐表演焦虑量表测量了美术高中音乐专业学生的焦虑水平，并从主修乐器、性别、GPA、舞台经验和年龄等方面考察了得分情况。这项研究的对象是土耳其 11 所美术高中的 337 名学生。研究发现，不同乐器演奏者的焦虑程度不同，尤其是弓弦乐器演奏者的焦虑程度更高。女生的焦虑程度更高。舞台经验丰富的学生焦虑程度较低。然而，年龄并没有明显的影响。

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Exploring music performance anxiety among fine arts high school music department students in Turkey

Performance anxiety is a significant factor that hinders musicians from showcasing their potential. Students receiving professional music education may experience negative effects in both their education and professional lives due to this anxiety. It is important to identify the factors that contribute to performance anxiety in order to overcome it. With this perspective, the research measured the anxiety levels of music students in Fine Arts High Schools using the Music Performance Anxiety Inventory and examined the scores in terms of major instrument, gender, GPA, stage experience, and age. This study was conducted with 337 students from 11 fine arts high schools in Turkey. It was observed that anxiety varies depending on the instrument, with higher anxiety found particularly among bowed string instrument players. Female students were found to have higher levels of anxiety. Students with more stage experience had lower levels of anxiety. However, age did not have a significant effect.

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来源期刊

International Journal of Music Education Multiple-

CiteScore

3.20

自引率

11.10%

发文量

期刊介绍： The International Journal of Music Education (IJME) is a peer-reviewed journal published by the International Society for Music Education (ISME) four times a year. Manuscripts published are scholarly works, representing empirical research in a variety of modalities. They enhance knowledge regarding the teaching and learning of music with a special interest toward an international constituency. Manuscripts report results of quantitative or qualitative research studies, summarize bodies or research, present theories, models, or philosophical positions, etc. Papers show relevance to advancing the practice of music teaching and learning at all age levels with issues of direct concern to the classroom or studio, in school and out, private and group instruction. All manuscripts should contain evidence of a scholarly approach and be situated within the current literature. Implications for learning and teaching of music should be clearly stated, relevant, contemporary, and of interest to an international readership.