Abstract
In this study the relationships between the Music Performance Anxiety (MPA) levels and mindfulness levels of Music Teacher Candidates (MTC) were investigated. A large sample of undergraduate students (N = 524) from seven different universities from around Turkey took place in the study. The data was collected with both Kenny’s MPA inventory and the Five Facets Mindfulness Questionnaire. The Pearson Moments Correlation Coefficient was used in determining the relationships between the MPA and mindfulness levels of the MTC. To determine whether the MPA of students and mindfulness differ in terms of piano lesson achievement and daily piano practice time (DPPT) variables, a variance analysis (ANOVA) and a Kruskal Wallis H test analyses were used. Students’ mindfulness levels were negatively correlated with their MPA levels. Their piano lesson achievement levels had positive relationship with mindfulness and a negative relationship with their MPA. Similarly, their DPPT had a positive relationship with mindfulness and a negative relationship with MPA.
Highlights
Mindfulness is focusing one’s attention at the present moment which takes its foundation from the tradition of Eastern meditation
The purpose of this study is to investigate the relationships between Music Performance Anxiety (MPA) levels and mindfulness levels of Music Teacher Candidates (MTC) where mindfulness was examined as a examined as a personal trait
Do the levels of mindfulness differ in terms of piano lesson achievement variable of MTC?
Summary
Mindfulness is focusing one’s attention at the present moment which takes its foundation from the tradition of Eastern meditation It is defined as the intentional awareness of the internal and external happenings in the present moment, without judgment, rejection, or attachment to the moment (Kabat-Zinn, 2012) bringing the mind into the present moment when it wanders around without an aim (Bishop et al 2004). Music teacher candidates devote hours to piano and other musical instruments studies to improve their authority in the instrument These efforts are not sufficient enough to prevent the encounter of cognitive and temporal errors or physiological problems caused by MPA while playing in front of an audience (Jelen, 2017). Do the levels of mindfulness differ in terms of piano lesson achievement variable of MTC?
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