Abstract
In the students of Primary Education Teaching we see how music performance anxiety proves to be one of the key problems for the overcoming of subjects related to musical study and practice. Thus we see how this problem is related to personal characteristics such as general anxiety, either trait or state, self-perceived musical competence or affects, either positive or negative, both trait and state. In this study we sought to analyse the predictive value that these variables have on the levels of the performance anxiety experienced. The results show how half of the students participating in the study show higher levels of performance anxiety than the theoretical mean of the measuring instrument used and how this construct is significantly related to general anxiety, self-perceived musical ability and affect. It has also been shown how, in order to explain the greater or lesser presence of music performance anxiety, both positive and negative affect in their state measure are those with greater explanatory capacity. More research is needed in order to create specific training programs that help students to generate regulatory adaptive mechanisms that help to better focus the music performance during the evaluative processes of this type of subjects.
Highlights
In the students of Primary Education Teaching we see how music performance anxiety proves to be one of the key problems for the overcoming of subjects related to musical study and practice
We see how this problem is related to personal characteristics such as general anxiety, either trait or state, self-perceived musical competence or affects, either positive or negative, both trait and state
The results show how half of the students participating in the study show higher levels of performance anxiety than the theoretical mean of the measuring instrument used and how this construct is significantly related to general anxiety, self-perceived musical ability and affect
Summary
La muestra de este estudio estaba compuesta por 33 estudiantes de tercer curso del Grado en Magisterio en Educación Primaria de la Universidad de Zaragoza (22 chicas, 8 chicos y 3 casos considerados perdidos) de entre 20 y 26 años de edad ( =21.26; D.T.=1.77). Respecto de las comparaciones de medias en las puntuaciones en función del sexo de los estudiantes, vemos cómo en el caso de la escala de ansiedad escénica específica, se dan diferencias de medias significativas (F1,16=4.653; p=.047; η2=.225), siendo mayor la puntuación en las chicas (10.38) que en los chicos (7.60), con un tamaño del efecto considerable del sexo del 22.5%. Llegados a este punto consideramos útil, a tenor de las correlaciones anteriormente comentadas, plantear un modelo de regresión que sea capaz de explicar parte de la varianza del factor específico de la ansiedad escénica de los estudiantes. Empleando la técnica de regresión de pasos sucesivos (step wise) vemos cómo obtenemos un modelo final significativo (F=7.657; p=.013; DW=2.672 < D-WS-W; n=11;K=6;p
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