Relations among Motivation, Performance Achievement, and Music Experience Variables in Secondary Instrumental Music Students

2005 ◽  
Vol 53 (2) ◽  
pp. 134 ◽  
Author(s):  
Charles P. Schmidt
Keyword(s):  
Instrumental Music ◽  
Music Students ◽  
Performance Achievement ◽  
Music Experience

Effects of Certain Lateral Dominance Traits, Music Aptitude, and Sex Differences with Instrumental Music Achievement

1978 ◽  
Vol 26 (1) ◽  
pp. 22-31 ◽  
Author(s):  
Stanley L. Schleuter
Keyword(s):  
Sex Differences ◽  
Instrumental Music ◽  
Conclusive Evidence ◽  
Music Students ◽  
Music Aptitude ◽  
Music Achievement ◽  
Performance Achievement ◽  
Executive Skills ◽  
And Performance ◽  
Limb Dominance

The effects of music aptitude, sex, handedness, eyedness, and footedness on music achievement and executive skills of elementary instrumental music students was explored. Handedness was defined for the present study as the observed preferred hand used for a specific set of familiar tasks; eyedness refers to sighting dominance; and footedness was defined as the observed foot preferred to perform selected familiar tasks. A five-way multivariate analysis (2×2×3×2×3) was employed to analyze the data. No conclusive evidence was found to show that combinations of eye and limb dominance, sex differences, and music aptitude variables affect music achievement or executive skill variables. Only music aptitude levels when considered alone strongly affected tonal, rhythmic, and performance achievement

Approaches to and Treatment Strategies for Playing-Related Pain Problems Among Czech Instrumental Music Students: An Epidemiological Study

2015 ◽  
Vol 30 (3) ◽  
pp. 135-142 ◽  
Author(s):  
Christos I Ioannou ◽  
Eckart Altenmuller
Keyword(s):  
Instrumental Music ◽  
Transition Period ◽  
Treatment Strategies ◽  
Music Students ◽  
Additional Insight ◽  
Medical Treatments ◽  
Treatment Methods ◽  
Body Regions ◽  
Physical Exercises ◽  
Paper Questionnaire

The current study examined the severity of playing-related pain (PRP) problems among music students at the Prague State Conservatoire, as well as the various treatment methods used by these students and how they approach and deal with these phenomena while studying. In total, 180 instrumental students participated and completed a paper questionnaire. Of these, 88.9% reported that they had experienced PRP at least once in their lives, with 12.6% experiencing pain every time they play. The onset of PRP seemed to coincide with the transition period on entry to the conservatoire and was associated with the increase in hours of practice. Specific body regions associated with playing each particular instrument were most frequently affected, with females being more susceptible than males to the development of PRP. An alarming 35% of the affected students tended not to seek help at all, whereas those who did tended to seek advice first from their instrument tutor and second from medical doctors. Most students who visited doctors reported that medical treatments only partially helped them to overcome PRP problems. The most frequent treatment methods used were resting, gel or creams, and physical exercises. Students believed that inappropriate posture played a key role in the development of their PRP problems. Finally, students indicated a willingness to be aware of and educated about PRP issues during their studies. Further exploration of PRP problems among student musicians is warranted. Better understanding of differing attitudes toward, use of, and efficiency of various treatment methods after the occurrence of PRPs will provide additional insight for prevention and treatment.

Relations among Motivation, Performance Achievement, and Music Experience Variables in Secondary Instrumental Music Students

2005 ◽  
Vol 53 (2) ◽  
pp. 134-147 ◽  
Author(s):  
Charles P. Schmidt
Keyword(s):  
Academic Achievement ◽  
Achievement Motivation ◽  
Instrumental Music ◽  
Grade Level ◽  
Learning Task ◽  
Self Concept ◽  
Task Orientation ◽  
Strongly Correlated ◽  
Performance Achievement ◽  
Practice Time

The purpose of this study was to (1) reexamine academic achievement motivation orientations within the context of instrumental music, and (2) examine relations among achievement motivation orientations, self-concept in instrumental music, and attitude to band in relation to teachers' ratings of performance achievement and effort, and students' grade level, gender, instrument, self-reported practice time, and selected music experience variables. Participants ( N= 300) were band students (Grades 7-12) in four school districts. Data were gathered concerning students' (a) motivation orientations (mastery, intrinsic, individual, cooperative, ego, competitive, approach success, avoid failure), self-concept, and commitment to band; (b) instrument, grade level and gender, practice time per week, and experience in private lessons, solo festival, and all-county band; and (c) performance achievement and effort as rated by their teachers. Results indicated that ratings of performance and effort were most strongly correlated with self-concept and intrinsic motivation, respectively. Practice time was most strongly correlated with intrinsic motivation. Factor analysis revealed three factors of motivation: Learning/Task Orientation, Performance/Ego Orientation, and Individual Orientation. The factors essentially replicated those found in a general academic achievement setting. Learning/Task Orientation was positively correlated with practice time, ratings of performance and effort, solo festival and private-lesson experience, and grade level. Performance/Ego Orientation was negatively correlated with grade level and solo festival ratings. Individual Orientation scores were positively correlated with ratings of performance and effort and solo festival ratings. Differences by gender and instrument group were nonsignificant. October 11, 2004 March 20, 2005.

PERFORMANCE ANXIETY, DYSFUNCTIONAL ATTITUDES AND GENDER IN UNIVERSITY MUSIC STUDENTS

2007 ◽  
Vol 35 (10) ◽  
pp. 1415-1426 ◽  
Author(s):  
Zeynep Deniz Yondem
Keyword(s):  
Instrumental Music ◽  
Research Data ◽  
Dysfunctional Attitudes ◽  
Music Students ◽  
Solo Performance ◽  
Main Effect ◽  
Need For Approval ◽  
Positive Correlations ◽  
And Gender ◽  
Performance Examination

The aims of this study were twofold: 1) to investigate the relationships between anxiety and general dysfunctional attitudes, perfectionism, and the need for approval in the solo performance examination of Turkish university music students, and 2) to examine the effects of perfectionism, need for approval, and gender on anxiety. Fifty-four instrumental music students participated in this study. Research data were collected using the Beck Anxiety Inventory (Beck, Epstein, Brown, & Steer, 1988) and the Dysfunctional Attitudes Scale (Weissman & Beck, 1978). The results revealed that there are significant positive correlations between anxiety and total score of dysfunctional attitudes, and the need for approval (p < .05). The ANOVA results also showed that while there was no main effect of perfectionism, need for approval and gender had significant effects (p < .05) on anxiety. However, interaction effects of perfectionism, need for approval, and gender on anxiety were not significant. Results are discussed in the context of related literature.

Relationships Among Parental Involvement, Music Aptitude, and Musical Achievement of Instrumental Music Students

1992 ◽  
Vol 40 (2) ◽  
pp. 114-125 ◽  
Author(s):  
Stephen F. Zdzinski
Keyword(s):  
Parental Involvement ◽  
Instrumental Music ◽  
Strong Relationship ◽  
Practical Significance ◽  
Music Aptitude ◽  
Performance Achievement ◽  
Wind Instrumentalists ◽  
Musical Achievement ◽  
And Performance ◽  
And Gender

This study examined relationships among selected aspects of parental involvement, music aptitude, musical achievement, and performance achievement. Subjects were 113 wind instrumentalists from four north-central Pennsylvania middle schools. Variables were defined through a researcher-constructed measure of parental involvement (PIM), the tonal and rhythmic imagery subtests of the Music Aptitude Profile (Gordon, 1965), selected sub-tests of the Music Achievement Tests (Colwell, 1969), and the Watkins-Farnum Performance Scale (Walkins & Farnum, 1954). Data were analyzed through correlation and MANOVA procedures. Results indicated (1) no significant relationship between parental involvement (as measured by student responses) and performance achievement; (2) a relationship of little practical significance between parental involvement and both musical achievement and musical aptitude; (3) a strong relationship between music aptitude and both musical achievement and performance achievement; and (4) a significant three-way interaction for performance achievement among parental involvement, music aptitude, and gender.

Playing-Related Health Problems Among Instrumental Music Students at a University in Malaysia

2016 ◽  
Vol 31 (3) ◽  
pp. 151-159 ◽  
Author(s):  
Karen Lonsdale ◽  
Ong Kuan Boon
Keyword(s):  
Instrumental Music ◽  
Online Survey ◽  
Management Strategies ◽  
Educational Background ◽  
Health Problems ◽  
Self Report ◽  
Music Students ◽  
Physical Problems ◽  
Study Results ◽  
Wide Range

Musicians from a wide range of backgrounds experience playing-related health problems including musculoskeletal disorders, hearing loss, and performance anxiety. Few studies have focused specifically on the health concerns of musicians in Malaysia. AIMS: This study aimed to investigate playing-related health problems among student musicians at a university in Malaysia as well as their knowledge and awareness of playing-related health problems. METHODS: Instrumental music students enrolled in undergraduate and post-graduate university music courses (n=98) participated in a self-report online survey which addressed aspects such as educational background, playing experience, knowledge and awareness of musicians’ health issues, history of physical problems, lifestyle factors, and prevention and management strategies. RESULTS: Of the total participants, 28.9% reported that they were currently experiencing playing-related pain in a body part, and 46.4% had experienced playing-related pain at some time. More than half (56.7%) felt that they have not received enough information or advice on playing-related health during their current studies. Musicians who experienced playing-related pain, tension, and discomfort reported the main problem sites to be the fingers and hands, arms, neck, and shoulders. CONCLUSIONS: The study results demonstrate that Malaysian university music students are affected by similar types of playing-related physical problems as their counterparts around the world. A greater awareness and knowledge of injury prevention and management strategies is needed so that these music students can sustain healthy playing careers.

Parental Involvement, Selected Student Attributes, and Learning Outcomes in Instrumental Music

1996 ◽  
Vol 44 (1) ◽  
pp. 34-48 ◽  
Author(s):  
Stephen F. Zdzinski
Keyword(s):  
New York ◽  
Parental Involvement ◽  
Instrumental Music ◽  
Descriptive Analysis ◽  
Performance Outcomes ◽  
Music Students ◽  
Elementary Level ◽  
Affective Outcomes ◽  
And Performance ◽  
And Gender

This study examined relationships among selected aspects of parental involvement as they relate to the cognitive, affective, and performance outcomes of instrumental music students. Independent variables were music aptitude, parental involvement, grade level, and gender. Dependent variables were cognitive musical outcomes, performance outcomes, and affective outcomes. Subjects were instrumental music students ( N = 406) from five intact band programs located in rural New York and Pennsylvania. Wind and percussion volunteers from Grades 4 through 12 participated. Data were examined using descriptive analysis, correlational analysis, and analysis of variance. Major findings included: (1) Parental involvement was related to overall performance, affective, and cognitive musical outcomes. (2) For cognitive musical outcomes, parental involvement was only related at the elementary level. (3) For musical performance outcomes, parental involvement was only related at the elementary level. (4) For affective outcomes, the strength of the parental involvement relationship increased with student age. (5) Items concerning concert attendance, providing materials, participating in parent groups, and tape-recording student performances were related to all outcome areas.

scholarly journals Overcoming the ‘tyranny of distance’ in instrumental music tuition in Australia: The iMCM project

2019 ◽  
Vol 12 (1) ◽  
pp. 25-47 ◽  
Author(s):  
Robin S. Stevens ◽  
Gary E. McPherson ◽  
Graham A. Moore
Keyword(s):  
Instrumental Music ◽  
Instrumental Learning ◽  
Vocal Music ◽  
Delivery Systems ◽  
Music Students ◽  
Pedagogical Issues ◽  
Remote Areas ◽  
Broadband Network ◽  
Synchronous Online

Instrumental and vocal music students in regional and remote areas of Australia are often significantly disadvantaged in their development by the lack of local teachers who specialize in the instrument being learned. The current rollout of National Broadband Network (NBN) across Australia offers the potential for overcoming this geographical disadvantage by providing specialist online tuition through videoconferencing. This article reports on an investigation of technical and pedagogical issues associated with synchronous online instrumental tuition. The outcomes from laboratory- and field-based trials included identification of optimal hardware and software delivery systems and pedagogical considerations for optimizing online instrumental learning.

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