Student Teacher Rapport 1. The teacher showed me respect as a person and as a musician. 0 1 2 3 4 5 2. The teacher counseled me on career issues, courses and diploma programs. 0 1 2 3 4 5 3. The teacher was available for help, if needed, outside of the class/lesson. 0 1 2 3 4 5 4. The teacher was open to different points of view. 0 1 2 3 4 5 5. The teacher encouraged me to strive for my personal best. 0 1 2 3 4 5 6. The teacher was a good listener. 0 1 2 3 4 5 7. The teacher encouraged me to ask questions. 0 1 2 3 4 5

Evaluation of a questionnaire.

ABSTRACT This paper moves beyond a therapeutic perspective in the study of musical performance anxiety (MPA) coping and adopts a social support analytical approach. It explores the collaborative nature of university music students’ MPA coping throughout instrumental/vocal learning and performance preparation. Semi-structured interviews and thematic analysis were carried out with 53 undergraduates from a university’s music department in the local context of Taiwan. The findings identify that one-to-one tuition teachers provide multifunctional strategies embedded in pedagogical practices, while peers provide emotional support and peer learning, and accompanists act as critical friends. Among the eight MPA coping strategies, contrived performance situation is commonly used while the rests are relevant to certain facilitators: mental and visual rehearsal, accepting mistakes, relaxation skills, and dietary (teacher); absorbing activities and physical activities (peers); and virtual tools (accompanists). With social support, most participants have reported an improvement in their overall performance ability, including both performance skills and MPA coping skills.

Social support in university music students’ coping with performance anxiety: people, strategies and performance situations

Music discipline that emphasizes expression, performance and collaboration may cause difficulties for shy students who are prone to anxiety about social interaction, which might cause low music academic engagement and achievement. According to Models of Personality and Affect regarding the role of psychological constructs in educational contexts, shyness and academic engagement are the first and third-level variables, respectively. We hypothesized that achievement goals might be the second-level variable between shyness and academic engagement. Two hypotheses were proposed in the study: (1) shyness is negatively related to music academic engagement; (2) the music achievement goals mediate shyness and music academic engagement. The research was conducted in May 2022. A total of 515 college students who major in music were randomly recruited from a public university in Shanxi province, China. A 20 min self-report questionnaire was conducted as the data collection method. The research results revealed the following: (1) shyness was negatively associated with musical academic engagement; (2) the music mastery goals and the music performance avoidance goals (excluding the performance approach goal) partially mediated the association between shyness and music academic engagement in music learning. These findings have implications for the research and practice of music academic engagement of shyness.

/pdf/relation-between-shyness-and-music-academic-engagement-the-1lrqbok6.pdf

Relation between Shyness and Music Academic Engagement: The Mediation of Achievement Goals—A Cross-Sectional Survey Study

Music performance anxiety (MPA) is described as a persistent apprehension that compromises performative skills both in solo and group performances. The aim of this systematic review was to discuss an overview of research articles addressing the characteristics of MPA as experienced by undergraduate music students. The search was undertaken in the databases Web of Science, PubMed, Scopus and Eric; of 1526 articles identified by the search keywords, 43 were selected for review through the PRISMA protocol. The study types included cross-sectional, experimental, longitudinal, descriptive, questionnaire survey, qualitative study, exploratory and retrospective follow-up designs. This review evidences the diversity of the contexts and topics addressed by current research, namely issues of prevalence, predictors of anxiety/risk factors, relationship between flow experience (FE) and MPA, and coping with MPA, adopting psychological, cognitive, physiological and behavioral perspectives. Notwithstanding, the review has also identified a lack of qualitative and longitudinal studies, studies on institutional teaching contexts, and of larger and more representative participant samples, which could promote a better understanding of the etiology of MPA among students attending higher education.

/pdf/characteristics-of-music-performance-anxiety-among-99bsxh34.pdf

Characteristics of music performance anxiety among undergraduate music students: A systematic review

The aim of this study was to explore music performance anxiety (MPA) and trait anxiety as experienced by jazz music students at the post-secondary level. MPA has been conceptualised as a painful ap...

Cool Jazz: Music Performance Anxiety in Jazz Performance Students.

Introduction This study aimed to clarify the role of mentalizing in pathways from attachment to Post Traumatic Stress Symptoms (PTSS) in survivors of childhood maltreatment (CM). We focused on the transition to parenting, a critical period for reworking parenting representations to reduce intergenerational maltreatment cycles. Method Study participants included 100 pregnant CM survivors. We assessed PTSS with the SCID and attachment and mentalizing with the Adult Attachment Interview (AAI), which was rated for Attachment and Reflective Functioning (RF). Results Regarding Re-experiencing trauma symptoms, the results of the path analysis were consistent with mediation. CM survivors' mentalizing about their early relationships with their parents (RF-Other) directly impacted Re-experiencing trauma symptoms, and attachment had an effect on Re-experiencing trauma symptoms through mentalizing (RF-Other). Regarding Arousal/Reactivity symptoms, the results of the pathways analysis were consistent with partial mediation by mentalizing about early relationships with parents (RF-Other). In addition to the pathway from attachment via mentalizing (RF-Other) to Arousal/Reactivity, the pathway between attachment and Arousal/Reactivity also remained significant. Discussion This study provides new evidence of a mentalizing and attachment model of PTSS in CM survivors. The findings indicate that increased mentalizing about early relationships with parents is an important process associated with lower PTSS. Finally, we discuss the implications of developing interventions for CM survivors to reduce PTSS. Scaffolding the development of mentalizing regarding attachment relationships in which CM occurred may help CM survivors reduce the intrusion of traumatic memories and decrease trauma-related arousal and reactivity symptoms. Interventions to help CM survivors mentalize regarding parents and attachment relationships in which trauma occurred may be particularly important during the transition to parenting when activation of representations of parenting can trigger PTSS.

/pdf/post-traumatic-stress-in-the-context-of-childhood-2rqcgqis.pdf

Post-traumatic-stress in the context of childhood maltreatment: pathways from attachment through mentalizing during the transition to parenthood

There is preliminary evidence that childhood emotional abuse (CEA) is a risk factor for adolescent mentalizing difficulties (Uncertainty/Confusion about mental states) and borderline personality features and that Uncertainty/Confusion about mental states mediate the relationship between CEA and adolescent borderline personality features, but these findings need replication. Furthermore, no previous studies have examined the relationship between adolescent mentalizing deficits, anxiety, and depression in the context of CEA.This study examined the associations between CEA, adolescent borderline personality features, depression and anxiety symptoms and tested a pathway model where Uncertainty/Confusion about mental states mediates the relationships between CEA and adolescent borderline personality features, depression and anxiety symptoms.A clinical sample of 94 adolescents completed the Reflective Function Questionnaire for Youth (RFQY) to assess mentalizing, the Childhood Experiences of Care and Abuse Questionnaire (CECA-Q), the Borderline Personality Disorders Features Scale (BPFS-C), and the Beck Youth Inventories for Depression (BDI-Y) and Anxiety (BAI-Y).Uncertainty/Confusion about mental states partially mediated the relationship between CEA and borderline traits as well as anxiety. In addition, there was an indirect effect where CEA predicted Uncertainty/Confusion about mental states, which then predicted depression.The findings are consistent with the mentalizing model of psychopathology and provide new evidence that Uncertainty/Confusion about mental states might be a critical mentalizing deficit that characterizes the associations between CEA and adolescent BPD features and depression and anxiety symptoms. Uncertainty/Confusion may be a transdiagnostic risk factor for adolescent psychological distress and dysfunction. We discuss the clinical implications.

Gabriel Martin-Gagnon

Papers

Cool Jazz: Music Performance Anxiety in Jazz Performance Students.

Post-traumatic-stress in the context of childhood maltreatment: pathways from attachment through mentalizing during the transition to parenthood

Adolescent mentalizing and childhood emotional abuse: implications for depression, anxiety, and borderline personality disorder features