Anxiety and Piano Exams: Turkish Prospective Music Teachers' Experiences

Autor/in	Güven, Elif
Titel	Anxiety and Piano Exams: Turkish Prospective Music Teachers' Experiences
Quelle	In: Music Education Research, 18 (2016) 3, S.305-316 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1461-3808
DOI	10.1080/14613808.2015.1122748
Schlagwörter	Music Education; Musical Instruments; Music Teachers; Tests; Semi Structured Interviews; Student Attitudes; Gender Differences; Fine Arts; High School Graduates; Correlation; Academic Achievement; Scores; Test Anxiety; Preservice Teachers; Teacher Education Programs; Foreign Countries; Likert Scales; Statistical Analysis; Qualitative Research; Turkey; Test Anxiety Inventory + Suchen Sie Ihr Suchwort? Musikerziehung; Musikinstrument; Music; Teacher; Teachers; Musiklehrer; Examination; Prüfung; Examen; Schülerverhalten; Geschlechterkonflikt; Bildende Kunst; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Korrelation; Schulleistung; Examination phobia; Testangst; Prüfungsangst; Ausland; Likert-Skala; Statistische Analyse; Qualitative Forschung; Türkei
Abstract	The purpose of this study is to determine the test anxiety levels of prospective music teachers and their opinions regarding anxiety in piano exams. Test Anxiety Inventory (TAI) and semi-structured interviews were used to meet the purpose. Interviews were conducted with students prior to and after the piano exam. As a result of the study it was determined that female students were more anxious compared to male students, fourth-year students were the most anxious class, and students who have graduated from fine arts high schools had lower anxiety levels. There was no significant relation between piano course achievement scores and test anxiety. Both of the interviews and TAI scores supported these results. The results were discussed and compared with other studies in the literature. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01