國立虎尾科技大學 |

The Experiential Effects and Relationships Between Student Anxiety in Music Performance and Classroom Assessment.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Experiential Effects and Relationships Between Student Anxiety in Music Performance and Classroom Assessment./
Author:	Chua, Jordan Diego.
Description:	1 online resource (112 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:	Dissertation Abstracts International79-10A(E).
Subject:	Music education. -
Online resource:	click for full text (PQDT)
ISBN:	9780438061583

The Experiential Effects and Relationships Between Student Anxiety in Music Performance and Classroom Assessment.
Chua, Jordan Diego.

The Experiential Effects and Relationships Between Student Anxiety in Music Performance and Classroom Assessment. - 1 online resource (112 pages)

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ed.D.)--Loyola University Chicago, 2018.

Includes bibliographical references

Both as an art and assessment, music demonstration and performance in test-taking are closely related. Particular traits are shared between performance in test-taking in the classroom and musical performance "on stage." Tests and performances are normally considered a "high-stakes" setting when the quality and perception of one's skill are under critical scrutiny. Since undergraduate and graduate music students experience assessments in both performance and academic areas, this study allowed consideration for the connections where these two areas overlap, and the possible interventions students may have initiated that are effective in stemming or reducing anxiety. Students' experiences regarding Music Performance Anxiety were explored. Students' test experiences were also explored and related to MPA for possible relationships. This study created a web of shared circumstances and issues in normally individualistic occurrences in the discipline of music and academics. Questions in this study desired to explore: To what extent is there a connection between anxiety experienced in performance and academic assessment among college music students? What is the understanding of the effects of anxiety on both music performance and academic assessment? Do self-efficacy and motivation create a positive experience and increased performance for music students who experience MPA and testing anxiety? The researcher believes that there is a relationship between Music Performance Anxiety and Classroom Test Anxiety. It was the intent of the researcher to present the experiences of respondents into a larger perspective, so that a better understanding could be achieved for those who empathize with people who experience MPA and TA and for the students' who reflected on their answers for this research with the opportunity to understand their own motivations, emotions, and experiences. The researcher found that there was a relationship between Music Performance Anxiety and Test Anxiety. The researcher was able to place the anxiety of the students in context of their experiences and was able to delve into the interventions they practiced in order to stem their anxiety.

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

Mode of access: World Wide Web

ISBN: 9780438061583Subjects--Topical Terms:

1179893
Music education.
Index Terms--Genre/Form:

554714
Electronic books.

The Experiential Effects and Relationships Between Student Anxiety in Music Performance and Classroom Assessment.
LDR:03471ntm a2200349Ki 4500 001 919716
005 20181129120547.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780438061583
035 $a (MiAaPQ)AAI10747312
035 $a (MiAaPQ)lucedu:10219
035 $a AAI10747312
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Chua, Jordan Diego. $3 1194347
245 1 4 $a The Experiential Effects and Relationships Between Student Anxiety in Music Performance and Classroom Assessment.
264 0 $c 2018
300 $a 1 online resource (112 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: 79-10(E), Section: A.
500 $a Adviser: Michelle Lia.
502 $a Thesis (Ed.D.)--Loyola University Chicago, 2018.
504 $a Includes bibliographical references
520 $a Both as an art and assessment, music demonstration and performance in test-taking are closely related. Particular traits are shared between performance in test-taking in the classroom and musical performance "on stage." Tests and performances are normally considered a "high-stakes" setting when the quality and perception of one's skill are under critical scrutiny. Since undergraduate and graduate music students experience assessments in both performance and academic areas, this study allowed consideration for the connections where these two areas overlap, and the possible interventions students may have initiated that are effective in stemming or reducing anxiety. Students' experiences regarding Music Performance Anxiety were explored. Students' test experiences were also explored and related to MPA for possible relationships. This study created a web of shared circumstances and issues in normally individualistic occurrences in the discipline of music and academics. Questions in this study desired to explore: To what extent is there a connection between anxiety experienced in performance and academic assessment among college music students? What is the understanding of the effects of anxiety on both music performance and academic assessment? Do self-efficacy and motivation create a positive experience and increased performance for music students who experience MPA and testing anxiety? The researcher believes that there is a relationship between Music Performance Anxiety and Classroom Test Anxiety. It was the intent of the researcher to present the experiences of respondents into a larger perspective, so that a better understanding could be achieved for those who empathize with people who experience MPA and TA and for the students' who reflected on their answers for this research with the opportunity to understand their own motivations, emotions, and experiences. The researcher found that there was a relationship between Music Performance Anxiety and Test Anxiety. The researcher was able to place the anxiety of the students in context of their experiences and was able to delve into the interventions they practiced in order to stem their anxiety.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Music education. $3 1179893
650 4 $a Education. $3 555912
650 4 $a Teacher education. $3 1148451
655 7 $a Electronic books. $2 local $3 554714
690 $a 0522
690 $a 0515
690 $a 0530
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Loyola University Chicago. $b School of Education. $3 1190082
773 0 $t Dissertation Abstracts International $g 79-10A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10747312 $z click for full text (PQDT)