Coping Strategies for Piano Learning Anxiety Among Preschool at Qujing Technician College in Yunnan Province, China
คำสำคัญ:
Coping Strategies;, Piano Learning Anxiety;, Anxiety-Alleviating;, Preschool Educationบทคัดย่อ
This study aimed to propose appropriate teaching methods to alleviate students' piano learning anxiety among students majoring in preschool education. The research utilized the "Piano Learning Anxiety Scale" to measure students' anxiety levels and adopted SPSS 25.0 for data analysis. Before the experiment, an independent sample T-test was conducted to ensure the comparability of the experimental and control groups. The experiment spanned two semesters, during which anxiety-alleviating teaching methods were implemented in the experimental class, while the control class received traditional teaching.
The results showed that the anxiety levels in the experimental class significantly decreased after the intervention, whereas the control class displayed no significant change. The independent sample T-test confirmed the effectiveness of the anxiety-alleviating intervention in reducing anxiety levels. Furthermore, the experimental class achieved significantly higher average scores compared to the control class, indicating the positive influence of the intervention on learning outcomes. These findings highlight the positive impact of anxiety-alleviating teaching methods on teaching effectiveness and learning outcomes in the piano foundation course for preschool education students. The study supports the importance of creating a supportive and anxiety-free learning environment to enhance students' overall learning experiences. The results are essential steps to continuous improvement of anxiety-alleviating teaching methods in music education.
References
Benson, H. (1975). The Relaxation Response. HarperCollins.
Benson, H. (2011). Relaxation Revolution: Enhancing Your Personal Health Through the Science of Relaxation. Farmington Hills: Scribner Book Company.
Boucher, H. (2017). Music performance anxiety in younger students: Prevalence and associated factors. Journal of Anxiety Disorders, 42, 95-102.
Bourne, E. (2018). The Anxiety & Phobia Workbook. (Zou Zhiling, Trans.). Chongqing: Chongqing University Press.
Cheng, S. (2016). Cultural pressures and performance anxiety in Chinese students. Asian Journal of Music Education, 8(2), 145-157.
Chow, Y., & Tsang, H. (2007). Tai Chi practice and its impact on well-being among Chinese older adults. Journal of Aging and Physical Activity, 15(1), 90-102.
Clark, T., & Williamon, A. (2011). Evaluation of a mental skills training program for musicians. Journal of Applied Sport Psychology, 23(3), 342-359.
Craigan, U., & Usher, M. D. (2021). Eco-Anxiety. Journal of the American Academy of Child & Adolescent Psychiatry, 11(26), 55-56.
Folkman, S., & Moskowitz, J. T. (2004). Coping: Pitfalls and promise. Annual Review of Psychology, 55, 745-774.
Jørgensen, H. (2001). Strategies for individual practice. In P. N. Juslin & J. A. Sloboda (Eds.), Music and emotion: Theory and research. Oxford University Press.
Kabat-Zinn, J. (1990). Full Catastrophe Living: Using the Wisdom of Your Body and Mind to Face Stress, Pain, and Illness. Delacorte.
Kenny, D. T. (2011). The Psychology of Music Performance Anxiety. Oxford University Press.
Lazarus, R. S., & Folkman, S. (1984). Stress, Appraisal, and Coping. Springer.
Lehmann, A., & Kristensen, M. (2014). Parental support and music practice in young musicians. Psychology of Music, 42(3), 444-456.
Nardo, M., Custodero, L. A., & Devine, J. (2014). Playful learning in early childhood music education. Music Education Research, 16(4), 407-420.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
Scaini, S., Rossi, F., Rapee, R. M., & Bonomi, F. (2022). The Cool Kids as a school-based universal prevention and early intervention program for anxiety: Results of a pilot study. Environmental Research and Public Health, 19(941), 23-34.
Smith, J., & Johnson, E. (2020). Examining performance anxiety in piano students: A comprehensive review. Journal of Music Education, 25(3), 45-67.
Usher, C. (2021). Eco-Anxiety. Journal of the American Academy of Child & Adolescent Psychiatry, 11(26), 55-56.
Wang, P. (2020). Discussing the psychological phenomenon and regulation of piano performance from the perspective of musical psychology. Northern Music, 22, 221-223.
Downloads
เผยแพร่แล้ว
How to Cite
ฉบับ
บท
License
Copyright (c) 2024 Journal of Philosophical Vision
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
บทความวิชาการและบทความวิจัย ในวารสารฉบับนี้ ถือเป็นความรับผิดชอบของผู้เขียนเท่านั้น
สงวนลิขสิทธิ์ตามพระราชบัญญัติลิขสิทธิ์