Effects of educational music training on music performance anxiety and stress response among first-year undergraduate music education students. Issue 48 (2nd December 2022)

• Record Type: Journal Article
• Authors: Nwokenna, Edith N.; Sewagegn, Abatihun Alehegn; Falade, Temitope Ayodeji
• Is Part Of: Medicine. Volume 101:Issue 48(2022)
• Page Start: e32112
• Publication Date: 2022-12-02
• Subjects: music educators -- music performance anxiety -- music training -- stress response -- undergraduate music education students; Medicine -- Periodicals; Medicine -- Periodicals; Médecine -- Périodiques; Geneeskunde; Medicine; Periodicals; Periodicals; 610.5
• DOI: 10.1097/MD.0000000000032112
• Languages: English
• ISSNs: 0025-7974

Abstract

Abstract : Background: The effectiveness of educational music training in lowering stress and performance anxiety among first-year undergraduate music education students is an understudied area. The goal of this study was to determine if educational music training affects first-year undergraduate music education students' stress and anxiety associated with musical performance. Methods: A randomized controlled trial design was used in this study. A waiting list group of 35 students and an educational music training intervention group of 35 first-year undergraduate music education students were randomized for the study to commence. The Kenny music performance anxiety (MPA) scale and perceived stress scale (PSS) were used as outcome measures. Results: The findings show that, among first-year undergraduate music education students, educational music training decreased their stress level associated with music performance [ F (1, 68) = 390.751; P = .001, ηp 2 = 0.270]. It was also found that after the educational music training, the students reported decreased anxiety level associated with music performance [ F (1, 68) = 1375.495; P = .001, ηp 2 = 0.344]. Significant interaction effects of educational music training and time on students' stress [ F (2, 68) = 127.301; P = .001] and anxiety levels [ F (2, 68) = 260.535; P = .001] were also found. Conclusion: Educational music intervention can be successful as a means of reducing anxiety and stress in undergraduate music education students during the first year of study.