Physical, behavioral and cognitive characteristics of perceived performance anxiety in music students: A Qualitative study
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Tarih
2012
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Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
davranışsal ve bilişsel özelliklerini belirlemektir. Bu amaçla nitel araştırma yöntemi kullanılmıştır. Veriler, yarı yapılandırılmış görüşme yöntemi ile toplanmış ve video kayıtları tutulmuştur. Müzik öğrencilerinin kaygı düzeyi ve performans öncesi hazırlık düzeyi kendi ifadelerine dayanarak derecelendirilmiştir. Araştırma katılımcıları, 17 (12 kadın; 5 erkek) üniversite müzik bölümü öğrencisidir. Veriler, jüri karşısında bireysel çalgı performansı sergileme öncesi toplanmıştır. Bu bakımdan amaçlı, ölçüt örnekleme yöntemi kullanılmıştır. Verilerin çözümlenmesi içerik analizi yöntemi ile yapılmıştır. İçerik analizinde performans kaygısı ve sosyal kaygı literatüründen yararlanılarak kaygının bileşenleri olarak geçen fiziksel, davranışsal ve bilişsel özellikler temel temalar olarak belirlenmiştir. Bunlardan bilişsel özellikler, Clark ve Wells (1995, akt.Clark, 2001))’in sosyal fobinin bilişsel modeline dayanarak; bireyin kendisi ile ilgili, başkaları ile ilgili ve sınavla (geçmiş yaşantılar) ilgili olarak alt temalar şeklinde sınıflandırılmıştır. Araştırma bulgularına göre, performans öncesi daha fazla kaygı yaşadığını belirten öğrenciler, fiziksel ve davranışsal stres tepkilerini daha yoğun yaşamaktadır. Performans kaygısının bilişsel özelliklerine bakıldığında, bireyin kendisi ile ilgili özelliklerden; algılanan yeterlik, kişilik özelliğine ilişkin olumsuz nitelendirmeler, olumsuz düşünme, beğenilmeme korkusu, mükemmeliyetçilik gibi düşünce içerikleri kaygı ile ilişkilendirilmektedir. Başkaları ile ilgili olarak, komisyona ve ders hocasına ilişkin olumsuz algılama ve yorumlama biçimlerinin ve geçmiş yaşantılar olarak kabul edilebilecek sınavla ilgili algılamaların kaygı ile ilişkilendirildiği sonuçlarına ulaşılmıştır. Araştırma bulguları, performans kaygısı ve sosyal kaygı literatürüne dayanarak tartışılmıştır.
The objective of this study is to determine the physical, behavioral and cognitive characteristics of perceived performance anxiety in music students. A qualitative research method was used for this purpose. Data were collected via semi-structured interviews along with video recordings. The anxiety and pre-performance preparation levels of students were graded based on their statements. A total number of 17 (12 women and 5 men) university students of the department of music constituted the participants of this research. Data were gathered before displaying a solo musical instrument performance in front of a jury. To this aim, an intentional, criterion sampling method was employed. Content analysis was carried out to analyze the data. Based on the literature on performance anxiety and social anxiety, the physical, behavioral and cognitive components of anxiety were used as the basic themes in the content analysis. In the classification on the cognitive characteristics, the sub-headings of themselves, others in social situations and previous experiences (exams) were used based on Clark and Wells’ (1995) study (cited in Clark, 2001). According to the research findings, students, who stated that they experienced more anxiety before performance, experienced physical and behavioral stress reactions more intensely. Regarding the cognitive characteristics, relationships were seen between the self characteristic and anxieties such as perceived efficacy, negative opinions about personality, negative thought, fear of disfavor, and perfectionism. In terms of others, it was observed that the lecturers’ negative perceptions and comments, and the perception of the exam as a past experience were related to anxiety. The findings of the study were discussed in relation to the literature on performance and social anxiety.
The objective of this study is to determine the physical, behavioral and cognitive characteristics of perceived performance anxiety in music students. A qualitative research method was used for this purpose. Data were collected via semi-structured interviews along with video recordings. The anxiety and pre-performance preparation levels of students were graded based on their statements. A total number of 17 (12 women and 5 men) university students of the department of music constituted the participants of this research. Data were gathered before displaying a solo musical instrument performance in front of a jury. To this aim, an intentional, criterion sampling method was employed. Content analysis was carried out to analyze the data. Based on the literature on performance anxiety and social anxiety, the physical, behavioral and cognitive components of anxiety were used as the basic themes in the content analysis. In the classification on the cognitive characteristics, the sub-headings of themselves, others in social situations and previous experiences (exams) were used based on Clark and Wells’ (1995) study (cited in Clark, 2001). According to the research findings, students, who stated that they experienced more anxiety before performance, experienced physical and behavioral stress reactions more intensely. Regarding the cognitive characteristics, relationships were seen between the self characteristic and anxieties such as perceived efficacy, negative opinions about personality, negative thought, fear of disfavor, and perfectionism. In terms of others, it was observed that the lecturers’ negative perceptions and comments, and the perception of the exam as a past experience were related to anxiety. The findings of the study were discussed in relation to the literature on performance and social anxiety.
Açıklama
Anahtar Kelimeler
Performans Kaygısı, Sosyal Kaygı, Müzik Öğrencileri, Bilişsel Model, Performance Anxiety, Social Anxiety, Music Students, Cognitive Model
Kaynak
Eğitim ve Bilim
WoS Q Değeri
Q3
Scopus Q Değeri
Q3
Cilt
37
Sayı
166
