Musical Performance Anxiety and the Relationship between Learning Styles and the Instrument and Singing Fields

Autor/in	Zahal, Onur
Titel	Musical Performance Anxiety and the Relationship between Learning Styles and the Instrument and Singing Fields
Quelle	In: Educational Research and Reviews, 11 (2016) 8, S.791-803 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Foreign Countries; Music Education; Performance; Anxiety; Cognitive Style; Musical Instruments; Singing; Preservice Teachers; Correlation; Comparative Analysis; Music Teachers; Measures (Individuals); Reliability; Statistical Analysis; Effect Size; Preferences; Experiential Learning; College Students; Scores; Likert Scales; Turkey; Learning Style Inventory + Suchen Sie Ihr Suchwort? Ausland; Musikerziehung; Achievement; Leistung; Angst; Cognitive styles; Kognitiver Stil; Musikinstrument; Gesang; Korrelation; Music; Teacher; Teachers; Musiklehrer; Messdaten; Reliabilität; Statistische Analyse; Experiental learning; Erfahrungsorientiertes Lernen; Collegestudent; Likert-Skala; Türkei
Abstract	The aim of this study is to determine the relationship between musical performance anxiety, learning styles, and the field of instrument and solo singing music teacher candidates. Musical performance anxiety has been investigated at various musical events, such as performance during exams, singing and playing on stage, or in front of judges for an audition. Many research studies have concluded that in any exam or concert, a high level musical anxiety has a negative effect on the actual performance. While structured learning environments with learning styles have a positive effect on success. Moving from this point, the level of the teacher candidates' anxiety levels and learning styles and the relationships between these variables have been seen as an important condition to be investigated. The study group of research, where the correlation and causal-comparative approach is used, comprises music teacher candidates (n = 99). The data collection tools of the research are Kenny Musical Performance Inventory and Kolb Learning Style Inventory Version-3. The reliability levels of these measurement tools were found to be significantly higher. As a result of normality analysis, it has proven to be appropriate to use parametric statistical techniques. Descriptive statistics are: frequency, arithmetic means, standard deviation, and minimum-maximum values. To determine the relationship between musical performance concerns and learning styles, field of instrument and solo singing one-way variance analysis, and Welch's F, Scheffe tests were used and, for the relationship between learning modes and musical performance anxiety, Pearson's correlation was applied. Learning styles and the field of instrument and solo singing values are presented using crosstabs. To determine the effect sizes; Omega squared ?², Pearson r and r[superscript 2] values were calculated. As a result of the analysis, it was determined that the musical performance anxiety of students was at a medium level. The most preferred learning style was found to be assimilating. It was determined that there is an insignificant relation in negative and weak direction between the points of psychological vulnerability and somatic anxiety and abstract conceptualization learning mode. It was found that the level of physiological vulnerability of those in the solo singing field compared to those in the baglama instrument group was significantly higher. The effect size value was determined to be close to the high level. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01