Abstract
This study examined shyness as a potential mediator in the relationship between academic satisfaction and flourishing among Turkish music teacher education students. Using a questionnaire-based survey design, data were collected from 162 (100 female and 62 male) pre-service music teachers. The Shyness Scale, the Academic Life Satisfaction Scale and the Flourishing Scale were used for data collection. The bootstrap re-sampling method was employed using Hayes’s SPSS PROCESS macro. Results of bivariate correlations showed that, higher academic satisfaction was associated with increased flourishing as expected, whereas higher shyness was associated with decreased flourishing. The mediation model was significant for the contribution of shyness. These findings offer useful implications for the instructors of pre-service music teachers and counseling professionals in higher education.
Highlights
Supporting students’ psychological well-being has received a great deal of attention in institutions of higher education, since it seems imperative for these institutions to prepare their students not just academically and holistically for the demands of the complex contemporary world
The present study aimed to examine shyness as a potential mediator in the relationship between academic satisfaction and flourishing among Turkish pre-service music teachers
The purpose of the present study was to investigate the relationship between academic satisfaction and flourishing with shyness as a potential mediator in the relationship, on a sample of Turkish pre-service music teachers
Summary
Supporting students’ psychological well-being has received a great deal of attention in institutions of higher education, since it seems imperative for these institutions to prepare their students not just academically and holistically for the demands of the complex contemporary world. Promoting psychological well-being across pre-service music teachers seems to have a special importance, since performing music has been considered as a disruptor of well-being (Philippe et al, 2013), because of many challenges, such as anxiety and distress (Antonini & Güsewell, 2016; Kenny, Driscoll, & Ackermann, 2014), physical pain (Kenny & Ackerman, 2015), and musculoskeletal disorders (Cruder et al, 2018), musicians face in their practice It has been reported in previous empirical studies that, depression, anxiety and stress have been reported to be prevalent among students in higher education (Nerdrum, Rustøen, & Rønnestad, 2006; Wong, Cheung, Chan, Ma, & Tang, 2006), music education students are in a more disadvantaged position with regards to depression, anxiety, and stress compared to other college student populations (Demirbatır, 2015; Spahn, Strukely, & Lehmann, 2004). Higher rates of fatigue (Hildebrandt, Nubling, & Candia, 2012), burnout and stress (Bernhard, 2005; Sternbach, 2008) have been reported for music education students
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