Social Support and Performance Anxiety of College Music Students

2011 ◽  
Vol 26 (3) ◽  
pp. 157-163 ◽  
Author(s):  
Erin Schneider ◽  
Kris Chesky
Keyword(s):  
Social Support ◽  
Perceived Social Support ◽  
Performance Anxiety ◽  
Music Students ◽  
Music Majors ◽  
Analog Scale ◽  
College Music ◽  
And Performance ◽  
Practical Implications ◽  
Measures Of Performance

This study characterized perceived social support and performance anxiety of college music students, compared characteristics to those of non-music majors, and explored the relationships between social support and performance anxiety. Subjects (n = 609) completed a questionnaire that included demographics, the Multidimensional Scale of Perceived Social Support (MSPSS), and visual analog scale measures of performance anxiety. Results showed that music majors perceived significantly lower levels of social support from significant others when compared to non-music majors. Perceived social support was significantly correlated with measures of performance anxiety. Students with greater perceived social support reported less frequent anxiety and lower levels of impact of anxiety on ability to perform. These findings may have practical implications for schools of music and conservatories.

Anxiety Sensitivity and Performance Anxiety in College Music Students

2005 ◽  
Vol 20 (3) ◽  
pp. 119-125
Author(s):  
Hugh Stephenson ◽  
Nicholas F Quarrier
Keyword(s):  
Anxiety Sensitivity ◽  
Performance Anxiety ◽  
Treatment Programs ◽  
Music Students ◽  
Future Research ◽  
College Level ◽  
Sensitivity Report ◽  
College Music ◽  
And Performance ◽  
Fear Of Bodily Sensations

The role of individual differences in anxiety sensitivity was explored in a sample of 67 college-level music students. Individuals high in anxiety sensitivity report greater fear of bodily sensations. Although developed in research on panic disorder, anxiety sensitivity was hypothesized to predict performance anxiety. Anxiety sensitivity was found to predict performance anxiety and was a better predictor than trait anxiety. Overall, anxiety sensitivity was a better predictor of performance anxiety in women than men, and sensitivity to cognitive symptoms was a better predictor of performance anxiety than sensitivity to physiologic symptoms for both men and women. Gender differences emerged in the patterns of anxiety sensitivity, with men having stronger associations between fears of cognitive dyscontrol and performance anxiety than women, while women alone had associations between fears of cardiovascular and respiratory symptoms and performance anxiety. Those highest in anxiety sensitivity were found also to report less enjoyment while playing and more pain. Suggestions for future research are made, and implications for treatment programs are explored.

Setting the Foundation

2021 ◽  
pp. 1-20
Author(s):  
Paola Savvidou
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Sleep Deprivation ◽  
Performing Arts ◽  
Performance Anxiety ◽  
Musculoskeletal Injuries ◽  
Music Students ◽  
Performing Arts Medicine ◽  
National Surveys ◽  
And Performance

This chapter provides an overview of wellness theories, along with a profile of the challenges facing music students today, and a brief background of performing arts medicine. The multidimensional nature of wellness is introduced as the basis for the explorations that follow in this book. The top impediments to academic performance faced by college students are identified and grounded in national surveys and research. Some of these challenges include stress, anxiety, sleep deprivation, and depression. A discussion specific to music students points to additional challenges, such as performance-related musculoskeletal injuries, isolation, competition, and performance anxiety. The toolkit at the end of the chapter provides eight assessments for each dimension of wellness.

Online Support Group Participation and Social Support: Incorporating Identification and Interpersonal Bonds

2019 ◽  
Vol 50 (5) ◽  
pp. 593-622 ◽  
Author(s):  
Yaguang Zhu ◽  
Keri K. Stephens
Keyword(s):  
Social Support ◽  
Support Groups ◽  
Perceived Social Support ◽  
Group Communication ◽  
Mediating Effect ◽  
Online Support ◽  
Online Support Groups ◽  
Online Support Group ◽  
The Relationship ◽  
Practical Implications

An increasing number of people with chronic diseases exchange social support using online support groups (OSGs). However, there is little understanding of group communication mechanisms that underpin the relationship between OSG participation and social support. Drawing on Prentice, Miller, and Lightdale’s common-identity and common-bond framework, we propose and test a theoretical model that explains group communication mechanisms through which members’ participation influences their perceived social support. In the process, we identified and empirically validated a three-factor solution for an OSG participation scale. Based on 356 users across 12 popular OSGs, we find that two group communication mechanisms—identification with the community and interpersonal bonds with other members—mediate the relationship between OSG participation and perceived social support. Specifically, identification has a stronger mediating effect than interpersonal bonds in the relationship between OSG participation and perceived social support. We also discuss theoretical and practical implications.

scholarly journals Loneliness among people with severe mental ill health during the COVID-19 pandemic: results from a linked UK population cohort study

2021 ◽  
Author(s):  
Paul N Heron ◽  
Panagiotis Spanakis ◽  
Suzanne Crosland ◽  
Gordon Johnston ◽  
Elizabeth Newbronner ◽  
...  
Keyword(s):  
Social Support ◽  
Design Methodology ◽  
Perceived Social Support ◽  
Living Alone ◽  
Substantial Problem ◽  
Support Employment ◽  
Severe Mental Ill Health ◽  
Practical Implications ◽  
Health Diagnosis

Purpose Population surveys underrepresent people with severe mental ill health. This paper aims to explore perceived social support and loneliness and factor associations during the Covid-19 pandemic in a sample of individuals with severe mental ill health. Design/methodology/approach We sampled an already existing cohort of people with severe mental ill health. Researchers contacted participants by phone or by post to invite them to take part in a survey about how the pandemic restrictions had impacted health, Covid-19 experiences, perceived social support, employment and loneliness. Loneliness was measured by the three item UCLA loneliness scale. Findings In the pandemic sub-cohort, 367 adults with a severe mental ill health diagnosis completed a remote survey. 29-34% of participants reported being lonely. Loneliness was associated with being younger in age (adjusted OR = -.98, p = .02), living alone (adjusted OR = 2.04, p = .01), high levels of social and economic deprivation (adjusted OR = 2.49, p = .04), and lower perceived social support (B = -5.86, p < .001). Living alone was associated with lower perceived social support. Being lonely was associated with a self-reported deterioration in mental health during the pandemic (adjusted OR = 3.46, 95%CI 2.03-5.91). Practical implications Intervention strategies to tackle loneliness in the severe mental ill health population are needed. Further research is needed to follow-up the severe mental ill health population after pandemic restrictions are lifted to understand perceived social support and loneliness trends. Originality Loneliness was a substantial problem for the severe mental ill health population before the Covid-19 pandemic but there is limited evidence to understand perceived social support and loneliness trends during the pandemic.

Examining College Music Majors’ Perceived Barriers and Motivation to Exercise

2020 ◽  
Vol 35 (4) ◽  
pp. 181-187
Author(s):  
Matthew W. Seitz ◽  
Jacob J. Levy ◽  
Barbara A. Murphy
Keyword(s):  
Physical Exercise ◽  
Self Efficacy ◽  
Self Determination Theory ◽  
Music Students ◽  
Music Majors ◽  
Exercise Motivation ◽  
Music Culture ◽  
Demographic Questionnaire ◽  
Barriers To Exercise ◽  
College Music

Previous research has revealed music majors, in general, do not identify as exercisers, subjecting them to various health risks. Influenced by self-determination theory, the current study examined exercise motivation and self-efficacy in overcoming barriers to exercise in relation to number of times per week collegiate music majors reported they engaged in physical exercise. One hundred six college music majors completed a demographic questionnaire regarding their participation in marching music activities and how many days per week they engaged in physical exercise. They also completed two standardized questionnaires that assessed their motivation to exercise (i.e., Behavioural Regulation in Exercise Questionnaire-2) and their confidence in overcoming barriers to exercise (i.e., Barriers Specific Self-Efficacy Scale). Results indicated that music majors who espoused a stronger identified motivation to exercise and had greater self-efficacy in their perceived ability to overcome barriers to exercise reported a greater frequency of exercise engagement. Sex difference were also found, with female music students being less confident (than their male counterparts) in their ability to overcome barriers to exercise. These findings highlight the motivations, obstacles, and perceptions of exercise in the music culture, providing a helpful start for comprehending what drives individuals in this domain.

Training Music Majors in College to Think Creatively with Sounds and Words

1972 ◽  
Vol 30 (1) ◽  
pp. 105-106 ◽  
Author(s):  
Joe Khatena ◽  
Richard L. Barbour
Keyword(s):  
Transfer Of Training ◽  
Creative Thinking ◽  
Positive Transfer ◽  
Music Students ◽  
Music Majors ◽  
Treatment Groups ◽  
Thinking Strategies ◽  
College Music

72 college music majors were randomly assigned to 4 treatment groups of equal numbers. Some were exposed to 3 creative thinking strategies and encouraged to brainstorm in their groups for a period of 400 min. Positive transfer of training supports the use of the procedures to encourage music students to think creatively with sounds and words.

scholarly journals PERAN EFIKASI DIRI DAN DUKUNGAN SOSIAL TERHADAP REGULASI DIRI BELAJAR PADA WARGA BELAJAR KEJAR PAKET C

2019 ◽  
Vol 2 (2) ◽  
pp. 700
Author(s):  
Angelia Prasastha Widi Nugraheni ◽  
Sri Tiatri ◽  
Heni Mularsih
Keyword(s):  
Social Support ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Perceived Social Support ◽  
Purposive Sampling ◽  
And Performance ◽  
Learning And Performance

Pendidikan nonformal merupakan salah satu pelengkap, pengganti, dan penambah pendidikan formal untuk mencapai pemerataan pendidikan di Indonesia. Salah satu bentuk penyelenggaraan pendidikan nonformal setara MA/SMA disebut dengan paket C. Pelaksanaan paket C terpusat di Pusat Kegiatan Belajar Masyarakat (PKBM), yang saat ini semakin diminati oleh masyarakat. Pembelajaran yang fleksibel menjadi salah satu daya tarik tersendiri bagi peminat paket C. Meskipun fleksibel dalam pembelajaran, tuntutan penguasaan materi dan persyaratan ujian paket C sama dengan pendidikan formal. Hal ini menjadi tantangan tersendiri bagi warga belajar paket C yang rata-rata merupakan warga putus sekolah, sudah bekerja dan berkeluarga, atau memiliki keterbatasan waktu belajar. Oleh karena itu, dibutuhkan kemampuan regulasi diri belajar pada warga belajar paket C. Regulasi diri belajar dipengaruhi oleh faktor internal yaitu efikasi diri dan faktor eksternal yaitu dukungan sosial. Penelitian ini bertujuan untuk mengetahui dan menguji peran efikasi diri dan dukungan sosial terhadap regulasi diri belajar. Metode penelitian adalah korelasional dengan partisipan berjumlah 83 orang warga belajar program paket C di PKBM X, berusia 16 hingga 37 tahun. Pemilihan partisipan menggunakan teknik purposive sampling. Instrumen yang mengukur ketiga variabel penelitian diadaptasi dari Learning Strategies Scales, Self Efficacy Learning and Performance Scales dan Multidimensional Scale of Perceived Social Support. Data penelitian dianalisis menggunakan regresi berganda. Hasil penelitian menunjukkan bahwa secara spesifik, efikasi diri berperan terhadap regulasi diri belajar (R2 = 0.245, p < 0.05). Dukungan sosial berperan terhadap regulasi diri belajar (R2 = 0.210, p < 0.05). Secara simultan, efikasi diri dan dukungan sosial berperan terhadap regulasi diri belajar (R2 = 0.359, p < 0.05).

scholarly journals Loneliness among people with severe mental illness during the COVID-19 pandemic: Results from a linked UK population cohort study

PLoS ONE ◽  
2022 ◽  
Vol 17 (1) ◽  
pp. e0262363
Author(s):  
Paul Heron ◽  
Panagiotis Spanakis ◽  
Suzanne Crosland ◽  
Gordon Johnston ◽  
Elizabeth Newbronner ◽  
...  
Keyword(s):  
Social Support ◽  
Perceived Social Support ◽  
Self Report ◽  
Living Alone ◽  
Substantial Problem ◽  
Support Employment ◽  
Severe Mental Ill Health ◽  
Practical Implications ◽  
Health Diagnosis

Aim/Goal/Purpose Population surveys underrepresent people with severe mental ill health. This paper aims to use multiple regression analyses to explore perceived social support, loneliness and factor associations from self-report survey data collected during the Covid-19 pandemic in a sample of individuals with severe mental ill health. Design/Methodology/Approach We sampled an already existing cohort of people with severe mental ill health. Researchers contacted participants by phone or by post to invite them to take part in a survey about how the pandemic restrictions had impacted health, Covid-19 experiences, perceived social support, employment and loneliness. Loneliness was measured by the three item UCLA loneliness scale. Findings In the pandemic sub-cohort, 367 adults with a severe mental ill health diagnosis completed a remote survey. 29–34% of participants reported being lonely. Loneliness was associated with being younger in age (adjusted OR = -.98, p = .02), living alone (adjusted OR = 2.04, p = .01), high levels of social and economic deprivation (adjusted OR = 2.49, p = .04), and lower perceived social support (B = -5.86, p < .001). Living alone was associated with lower perceived social support. Being lonely was associated with a self-reported deterioration in mental health during the pandemic (adjusted OR = 3.46, 95%CI 2.03–5.91). Practical implications Intervention strategies to tackle loneliness in the severe mental ill health population are needed. Further research is needed to follow-up the severe mental ill health population after pandemic restrictions are lifted to understand perceived social support and loneliness trends. Originality Loneliness was a substantial problem for the severe mental ill health population before the Covid-19 pandemic but there is limited evidence to understand perceived social support and loneliness trends during the pandemic.

The Multidimensional Anxiety Theory: An Assessment of and Relationships Between Intensity and Direction of Cognitive Anxiety, Somatic Anxiety, and Self-confidence over Multiple Performance Requirements among College Music Majors

2004 ◽  
Vol 19 (1) ◽  
pp. 12-20
Author(s):  
Staci Renee Miller ◽  
Kris Chesky
Keyword(s):  
Music Performance ◽  
Performance Anxiety ◽  
Assessment Tools ◽  
Music Majors ◽  
Somatic Anxiety ◽  
Self Confidence ◽  
Performance Requirements ◽  
Cognitive Anxiety ◽  
College Music ◽  
Multidimensional Anxiety Theory

This study applied the multidimensional anxiety theory to musicians by examining the intensity and direction of cognitive anxiety, somatic anxiety, and self-confidence over multiple performance requirements among college music majors. This study assessed and compared teacher and student perceptions of the student’s performance anxiety and its subsequent impact on several studio lessons and jury performances. Seventy-one college musicians (39 females, 32 males) from the University of North Texas College of Music volunteered to participate in this study. Four different assessment tools were employed in this study: a demographic questionnaire, a modified version of the Competitive Trait Anxiety Inventory-2 (CTAI-2), a modified version of the Competitive State Anxiety Inventory-2 (CSAI-2), and a subjective self-assessment of performance. The results showed that of the 71 subjects initially assessed, 59 subjects (83.1%) reported experiencing performance anxiety. This study supports the application of the multidimensional anxiety theory by highlighting the existence of two distinct, yet related dimensions of performance anxiety; how these dimensions change in response to changing stress levels associated with changing demands; and the probable interaction with levels of self-confidence. This study underscores the challenges associated with how teachers may or may not recognize the existence and subsequent impact of performance anxiety among college students. Additional studies are needed to determine what educational variables, including psychosocial values, are associated with the development and fluctuation of self-confidence. Further research designs should implement the CTAI-2 and the CSAI-2 for the assessment of competitive performance anxiety experienced by musicians associated with music performance.

Language Matters: The Double-Edged Role of Linguistic Style Matching in Work Groups

2019 ◽  
Vol 51 (2) ◽  
pp. 208-228
Author(s):  
Katharina Heuer ◽  
Lena C. Müller-Frommeyer ◽  
Simone Kauffeld
Keyword(s):  
Social Support ◽  
Team Performance ◽  
Multilevel Models ◽  
Work Groups ◽  
Perceived Social Support ◽  
Negative Relationship ◽  
Linguistic Style ◽  
Team Research ◽  
And Performance ◽  
The Individual

Linguistic style matching (LSM) refers to a similar linguistic style among conversation partners. We examine the effects of LSM on perceived team performance and perceived social support in real work groups. We propose that team tenure moderates the relationship between LSM and perceived performance such that LSM and performance are positively related for teams with low tenure and negatively related for teams with high levels of tenure. We also propose that LSM and perceived social support are positively related. To test the hypotheses, we videotaped and transcribed meetings of 160 researchers, nested in 26 teams, to assess the individual levels of LSM. We measured team performance and social support with questionnaire scales. In partial support of the hypotheses, multilevel models show a negative relationship between LSM and team performance and a positive relationship between LSM and social support. We discuss potential implications for team research and practitioners.

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