Exploring the relationships among music performance anxiety, teaching anxiety, and self-efficacy of Chinese preservice music teachers
This quantitative study aimed to explore the relationships among music performance anxiety (MPA), teacher anxiety (TA), and self-efficacy (SE) through a survey study of Chinese preservice music teachers (N = 237). We also examined gender, grade, primary instrument, secondary instrument, music learni...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2024-04-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1373454/full |
| _version_ | 1797211801699483648 |
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| author | Cancan Cui Xin Xie Yue Yin |
| author_facet | Cancan Cui Xin Xie Yue Yin |
| author_sort | Cancan Cui |
| collection | DOAJ |
| description | This quantitative study aimed to explore the relationships among music performance anxiety (MPA), teacher anxiety (TA), and self-efficacy (SE) through a survey study of Chinese preservice music teachers (N = 237). We also examined gender, grade, primary instrument, secondary instrument, music learning time length, and time spent in four activities: peer teaching, practicum, internship, and private teaching as potential predictors of MPA, TA, and SE. Results indicated that the higher the self-efficacy, the lower music performance anxiety and teaching anxiety; Simultaneously, the increased music performance anxiety was associated with an increased teaching anxiety. Partial correlation results indicated a significant but negative correlation between TA and SE with MPA controlled. Teaching anxiety, followed by primary piano, was the strongest predictor of MPA. MPA, followed by SE and peer teaching, was the strongest predictor of TA. TA, followed by grade level, was the strongest predictor of SE. The results from the multivariate analysis of variance revealed that the SE of male preservice music teachers were significantly higher than their female counterparts. As a study implication, music teacher educators may consider interventions and support mechanisms that address both types of anxiety simultaneously to improve overall teacher preparedness. |
| first_indexed | 2024-04-24T10:32:16Z |
| format | Article |
| id | doaj.art-497346600e97404fa6689b30cfb62947 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-24T10:32:16Z |
| publishDate | 2024-04-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-497346600e97404fa6689b30cfb629472024-04-12T14:56:29ZengFrontiers Media S.A.Frontiers in Psychology1664-10782024-04-011510.3389/fpsyg.2024.13734541373454Exploring the relationships among music performance anxiety, teaching anxiety, and self-efficacy of Chinese preservice music teachersCancan Cui0Xin Xie1Yue Yin2College of Music and Dance, Guangzhou University, Guangzhou, Guangdong, ChinaSchool of Music, The Pennsylvania State University, State College, PA, United StatesAllegheny Singer Research Institute, Allegheny Health Network, Pittsburgh, PA, United StatesThis quantitative study aimed to explore the relationships among music performance anxiety (MPA), teacher anxiety (TA), and self-efficacy (SE) through a survey study of Chinese preservice music teachers (N = 237). We also examined gender, grade, primary instrument, secondary instrument, music learning time length, and time spent in four activities: peer teaching, practicum, internship, and private teaching as potential predictors of MPA, TA, and SE. Results indicated that the higher the self-efficacy, the lower music performance anxiety and teaching anxiety; Simultaneously, the increased music performance anxiety was associated with an increased teaching anxiety. Partial correlation results indicated a significant but negative correlation between TA and SE with MPA controlled. Teaching anxiety, followed by primary piano, was the strongest predictor of MPA. MPA, followed by SE and peer teaching, was the strongest predictor of TA. TA, followed by grade level, was the strongest predictor of SE. The results from the multivariate analysis of variance revealed that the SE of male preservice music teachers were significantly higher than their female counterparts. As a study implication, music teacher educators may consider interventions and support mechanisms that address both types of anxiety simultaneously to improve overall teacher preparedness.https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1373454/fullteaching anxietymusic performance anxietyself-efficacyrelationshipspreservice music teachers |
| spellingShingle | Cancan Cui Xin Xie Yue Yin Exploring the relationships among music performance anxiety, teaching anxiety, and self-efficacy of Chinese preservice music teachers Frontiers in Psychology teaching anxiety music performance anxiety self-efficacy relationships preservice music teachers |
| title | Exploring the relationships among music performance anxiety, teaching anxiety, and self-efficacy of Chinese preservice music teachers |
| title_full | Exploring the relationships among music performance anxiety, teaching anxiety, and self-efficacy of Chinese preservice music teachers |
| title_fullStr | Exploring the relationships among music performance anxiety, teaching anxiety, and self-efficacy of Chinese preservice music teachers |
| title_full_unstemmed | Exploring the relationships among music performance anxiety, teaching anxiety, and self-efficacy of Chinese preservice music teachers |
| title_short | Exploring the relationships among music performance anxiety, teaching anxiety, and self-efficacy of Chinese preservice music teachers |
| title_sort | exploring the relationships among music performance anxiety teaching anxiety and self efficacy of chinese preservice music teachers |
| topic | teaching anxiety music performance anxiety self-efficacy relationships preservice music teachers |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1373454/full |
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