Electronic Journal of Music in Education

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Psychometric properties and standard-setting study of the Piano Performance Test for prospective teachers

Scenic Anxiety in Professional Music Education Studies Learners’

Salim Sever, C. Deha Dogan, Omer Kamis, Gulsah Sever

Abstract

The purpose of this study was to investigate the psychometric properties of the Piano Performance test for Elementary School Teachers and to undertake a standard-setting study for this scale. This study included three groups of participants: students (n=100), raters (n=2) used to test the psychometric features of the musical instrument performance test and experts (n=6) for the standard-setting study of the test. In this study, the researchers developed a music performance test and analytical rubric. The results showed that the one-factor structure was appropriate for the musical instrument performance test, which explained 66% of the total variance. The Cronbach Alpha coefficient showed that the internal consistency of the scale was acceptable (.83). Moreover, generalizability studies and the intra-class correlation coefficient indicated excellent rater reliability for the scale. The results of the item discrimination analysis show that the musical instrument performance test is capable of discriminating participants who had high and low levels of ability to play the piano.

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Keywords: Music-education, piano performance, pre-service teachers, inter-rater reliability, rubric, standard-setting.
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Elvira Montiel Guirado, Esperanza Clares-Clares

Abstract

Music Performance Anxiety (MPA) is a subjective construct of a maladaptive type created by the musician himself. This problem triggers a series of physical, cognitive, and behavioural symptoms that lead to a decreased interpretive effectiveness in public and a risk to the overall health of the sufferer. Therefore, this is a problem that affects musicians, both students and professionals, and constitutes a real obstacle to their careers. In this work, the level of MPA has been measured in learners of Professional Music Education Studies in Murcia (Southeast of Spain). For this purpose, the Spanish version of the K-MPAI (Kenny-Music Performance Anxiety Inventory) questionnaire was given to a sample of 403 students. The results indicate that the factors of MPA that reach higher levels are anxious apprehension, proximal somatic anxiety, and worry/dread. It is concluded that women, wind instrumentalists, students whose parents are musicians, as well as those who have studied music for more years present higher levels of AEM compared to their comparison group counterparts.
Keywords: Musicians; education; stress; conservatory; MPA.
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