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How undergraduate music schools address music performance anxiety : = A multiple case study.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	How undergraduate music schools address music performance anxiety :/
Reminder of title:	A multiple case study.
Author:	Jordan, Craig Robert.
Description:	1 online resource (170 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-08(E), Section: B.
Subject:	Psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9781369478556

How undergraduate music schools address music performance anxiety : = A multiple case study.
Jordan, Craig Robert.

How undergraduate music schools address music performance anxiety :A multiple case study. - 1 online resource (170 pages)

Source: Dissertation Abstracts International, Volume: 78-08(E), Section: B.

Thesis (Psy.D.)--The University of the Rockies, 2016.

Includes bibliographical references

Music performance anxiety (MPA) is problematic for students within undergraduate music schools due to the important role that performing has for undergraduate musicians' academic progress and subsequent career trajectories. A preponderance of the available literature suggested that MPA issues are highly prevalent within the culture of undergraduate music schools and that few of these institutions have implemented programs and policies that sufficiently address these issues. The purpose of this multiple case study research was to determine how undergraduate music schools address MPA by examining academic catalogs and relevant course syllabi, and through interviewing curricula administrators, primary instrumental instructors, and licensed mental health care clinicians working in university mental health clinics. The study sample included 19 participants representing 14 undergraduate music schools within nine states in the United States, 14 academic catalogs and two course syllabi. Findings suggest that few undergraduate music schools have implemented MPA-specific programs and policies that sufficiently address this issue and that students' primary instrumental instructors are their primary resource for addressing MPA issues. This is concerning because most of these educators lack the specialized training necessary for treating MPA. A conceptual model of how undergraduate music schools address MPA was developed based upon the findings.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369478556Subjects--Topical Terms:

555998
Psychology.
Index Terms--Genre/Form:

554714
Electronic books.

How undergraduate music schools address music performance anxiety : = A multiple case study.
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500 $a Source: Dissertation Abstracts International, Volume: 78-08(E), Section: B.
500 $a Adviser: Mark Arcuri.
502 $a Thesis (Psy.D.)--The University of the Rockies, 2016.
504 $a Includes bibliographical references
520 $a Music performance anxiety (MPA) is problematic for students within undergraduate music schools due to the important role that performing has for undergraduate musicians' academic progress and subsequent career trajectories. A preponderance of the available literature suggested that MPA issues are highly prevalent within the culture of undergraduate music schools and that few of these institutions have implemented programs and policies that sufficiently address these issues. The purpose of this multiple case study research was to determine how undergraduate music schools address MPA by examining academic catalogs and relevant course syllabi, and through interviewing curricula administrators, primary instrumental instructors, and licensed mental health care clinicians working in university mental health clinics. The study sample included 19 participants representing 14 undergraduate music schools within nine states in the United States, 14 academic catalogs and two course syllabi. Findings suggest that few undergraduate music schools have implemented MPA-specific programs and policies that sufficiently address this issue and that students' primary instrumental instructors are their primary resource for addressing MPA issues. This is concerning because most of these educators lack the specialized training necessary for treating MPA. A conceptual model of how undergraduate music schools address MPA was developed based upon the findings.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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