Margaret S. Osborne

Bio: Margaret S. Osborne is an academic researcher from University of Melbourne. The author has contributed to research in topics: Anxiety & Music education. The author has an hindex of 12, co-authored 26 publications receiving 775 citations. Previous affiliations of Margaret S. Osborne include Macquarie University & University of Sydney.

Music performance anxiety: new insights from young musicians

Abstract: Music performance anxiety (MPA) is a relatively neglected psychological phenomenon that rarely appears in mainstream psychological journals or textbooks. To date, this field of inquiry has focused primarily on professional and amateur adult musicians or college level music students. With the exception of a small number of recent additions to the literature, there have been few studies examining the experience of MPA in younger musicians. In this paper, we review our work on MPA in general, and summarize our recent work with young musicians. We argue that the experience of MPA may begin early in a musical career and that the characteristics of this experience are qualitatively similar to those experienced by adult musicians. There are therefore compelling reasons to address MPA early and to take a strong preventive focus on a condition that to date shows persistence over time and only modest response to available treatments.

The Role of Sensitizing Experiences in Music Performance Anxiety in Adolescent Musicians.

Abstract: Aversive performance incidents play a role in the development of some anxiety disorders. The role of sensitizing experiences in the development of music performance anxiety (MPA) in adolescent music students has not yet been explored. Two-hundred-and-ninety-eight music students were asked to provide written descriptions of their worst performance, what happened and how they felt, specifying their age at the time, audience members, and any events that occurred subsequent to the performance. Descriptions were scored according to six domains: situational and behavioural factors, affective, cognitive and somatic symptoms of anxiety, and outcome. Scores were summed to provide a linear scale that was compared with self-reported MPA and standardized trait anxiety scores. MPA was best predicted by trait anxiety and gender. The presence of negative cognitions in the worst experience descriptions improved the prediction of MPA over trait anxiety and gender alone. None of the other factors added to the prediction. F...

Cognitive processes in music performance anxiety

Abstract: Music performance anxiety has been investigated either as a discrete phenomenon, or as a variant of social phobia. This study examined the theoretical adequacy of establishing music performance anxiety as a subtype of social phobia, using Rapee and Heimberg's (1997) model of anxiety in social-evaluative situations to account for the cognitions experienced by anxious individuals in solo musical performances. Similarities between the two phenomena in terms of important cognitive processes were revealed in a sample of 84 musicians. The two cognitive constructs in the model deemed to be critical to social phobia were also the only two constructs predicting music performance anxiety. It is concluded that social phobic models may provide a valid account of the cognitive processes occurring in music performance anxiety. These results are combined with additional epidemiological and etiological information in a cognitive conceptualisation of music performance anxiety.

Assessment of music performance anxiety in late childhood: A validation study of the music performance anxiety inventory for adolescents (MPAI-A)

Abstract: The Music Performance Anxiety Inventory for Adolescents (MPAI–A), the first standardized measure of music performance anxiety (MPA) for adolescents, was developed using an Australian sample of 381 talented young musicians, ages 12 to 19 years. This study validates the MPAI–A on a younger sample of 84 band musicians from the United States, ages 11 to 13 years. The MPAI–A was reliable (Cronbach’s .91) and valid for this sample. Construct validity was demonstrated by significant positive relationships with measures of social phobia and trait anxiety. These results are comparable to the findings of the original sample and support the use of this instrument as a screening tool for MPA in young musicians.

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Standards for educational and psychological testing

Abstract: Pedagosko i psiholosko testiranje i procjenjivanje spadaju među najvažnije doprinose znanosti o ponasanju nasem drustvu i pružaju temeljna i znacajna poboljsanja u odnosu na ranije postupke. Iako se ne može ustvrditi da su svi testovi dovoljno usavrseni niti da su sva testiranja razborita i korisna, postoji velika kolicina informacija koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima. Pravilna upotreba testova može dovesti do boljih odluka o pojedincima i programima nego sto bi to bio slucaj bez njihovog koristenja, a također i ukazati na put za siri i pravedniji pristup obrazovanju i zaposljavanju. Međutim, losa upotreba testova može dovesti do zamjetne stete nanesene ispitanicima i drugim sudionicima u procesu donosenja odluka na temelju testovnih podataka. Cilj Standarda je promoviranje kvalitetne i eticne upotrebe testova te uspostavljanje osnovice za ocjenu kvalitete postupaka testiranja. Svrha objavljivanja Standarda je uspostavljanje kriterija za evaluaciju testova, provedbe testiranja i posljedica upotrebe testova. Iako bi evaluacija prikladnosti testa ili njegove primjene trebala ovisiti prvenstveno o strucnim misljenjima, Standardi pružaju okvir koji osigurava obuhvacanje svih relevantnih pitanja. Bilo bi poželjno da svi autori, sponzori, nakladnici i korisnici profesionalnih testova usvoje Standarde te da poticu druge da ih također prihvate.