The Relationships Between Music Performance Anxiety and the Mindfulness Levels of Music Teacher Candidates
International Education Studies September 26, 2021 DOI: 10.5539/ies.v14n10p116 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Cross-sectional survey Peer reviewed |
|---|---|
| Sample size | 524 |
| Population | Undergraduate music teacher candidates from seven universities in Turkey |
| Measures | Kenny's MPA inventory, Five Facets Mindfulness Questionnaire |
| Topics | Anxiety Meditation |
| Citations | 1 |
| Key findings | Mindfulness levels were negatively correlated with music performance anxiety. Piano lesson achievement and daily piano practice time each had a positive relationship with mindfulness and a negative relationship with MPA. |
Abstract
In this study the relationships between the Music Performance Anxiety (MPA) levels and mindfulness levels of Music Teacher Candidates (MTC) were investigated. A large sample of undergraduate students (N = 524) from seven different universities from around Turkey took place in the study. The data was collected with both Kenny’s MPA inventory and the Five Facets Mindfulness Questionnaire. The Pearson Moments Correlation Coefficient was used in determining the relationships between the MPA and mindfulness levels of the MTC. To determine whether the MPA of students and mindfulness differ in terms of piano lesson achievement and daily piano practice time (DPPT) variables, a variance analysis (ANOVA) and a Kruskal Wallis H test analyses were used. Students’ mindfulness levels were negatively correlated with their MPA levels. Their piano lesson achievement levels had positive relationship with mindfulness and a negative relationship with their MPA. Similarly, their DPPT had a positive relationship with mindfulness and a negative relationship with MPA.