國立虎尾科技大學 |

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

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	How undergraduate music schools address music performance anxiety :/
其他題名:	A multiple case study.
作者:	Jordan, Craig Robert.
面頁冊數:	1 online resource (170 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-08(E), Section: B.
標題:	Psychology. -
電子資源:	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.
LDR:02678ntm a2200349K 4500 001 912994
005 20180614071644.5
006 m o u
007 cr mn||||a|a||
008 190606s2016 xx obm 000 0 eng d
020 $a 9781369478556
035 $a (MiAaPQ)AAI10253856
035 $a (MiAaPQ)rockies:10325
035 $a AAI10253856
040 $a MiAaPQ $b eng $c MiAaPQ
100 1 $a Jordan, Craig Robert. $3 1185610
245 1 0 $a How undergraduate music schools address music performance anxiety : $b A multiple case study.
264 0 $c 2016
300 $a 1 online resource (170 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
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
650 4 $a Psychology. $3 555998
650 4 $a Music. $3 649088
650 4 $a Music education. $3 1179893
650 4 $a Educational psychology. $3 555103
655 7 $a Electronic books. $2 local $3 554714
690 $a 0621
690 $a 0413
690 $a 0522
690 $a 0525
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a The University of the Rockies. $b Organizational Leadership. $3 1180848
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10253856 $z click for full text (PQDT)