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O presente estudo teve como principal objetivo estudar a relação entre a Ansiedade na Performance Musical (APM) e variáveis relacionadas com a aprendizagem da música em estudantes adolescentes. Participaram no estudo 475 estudantes de música, com idades compreendidas entre os 12 e os 14 anos. Os resultados demonstraram uma associação significativa negativa entre a APM e o número de horas de estudo por semana, bem como entre a dimensão “performance” da APM e APM total e a realização académica no instrumento. Uma análise mais profunda, permitiu identificar que os estudantes com uma realização académica “Baixa e Média” no instrumento experienciam níveis significativamente superiores de APM comparativamente aos estudantes com uma realização académica “Excelente”. Adicionalmente, os resultados demonstraram uma correlação negativa significativa entre o número de atuações individuais e os níveis de APM, revelando que os jovens músicos que tinham menos audições experienciavam níveis superiores de APM. Os resultados evidenciaram ainda a presença de níveis significativamente superiores de APM em estudantes que não tocam o instrumento que tinham selecionado como primeira opção, quando comparados com os estudantes que estudam o instrumento que correspondia à sua preferência inicial. Não foram identificadas diferenças significativas entre estudantes de diferentes classes de instrumento quanto aos níveis de APM. Os resultados do presente estudo sugerem a realização de futuras investigações nas quais se examine o papel de outras variáveis individuais e contextuais na APM, bem como o desenvolvimento de estratégias de intervenção e de prevenção da APM, visando variáveis motivacionais e de autorregulação na aprendizagem.
The primary objective of this study was to examine the relationship between Music Performance Anxiety (MPA) and variables related to music learning in adolescent students. The study involved 475 music students aged between 12 and 14 years old. The results demonstrated a significant negative association between MPA and the number of study hours per week, as well as between the "performance" dimension of MPA and total MPA and academic achievement in the instrument. A more in-depth analysis identified that students with "Low and Medium" academic achievement in the instrument experience significantly higher levels of MPA compared to students with "Excellent" academic achievement. Additionally, the results showed a significant negative correlation between the number of individual performances and MPA levels, revealing that young musicians with fewer recitals experienced higher levels of MPA. The findings also highlighted significantly higher levels of MPA in students who do not play the instrument they had selected as their first choice, compared to students studying the instrument that matched their initial preference. No significant differences were identified in MPA levels among students of different instrument classes. The results this study suggest the need for future research to examine the role of other individual variables in MPA, as well as the development of intervention and prevention strategies for MPA, focusing on motivational and self-regulation variables in learning.
The primary objective of this study was to examine the relationship between Music Performance Anxiety (MPA) and variables related to music learning in adolescent students. The study involved 475 music students aged between 12 and 14 years old. The results demonstrated a significant negative association between MPA and the number of study hours per week, as well as between the "performance" dimension of MPA and total MPA and academic achievement in the instrument. A more in-depth analysis identified that students with "Low and Medium" academic achievement in the instrument experience significantly higher levels of MPA compared to students with "Excellent" academic achievement. Additionally, the results showed a significant negative correlation between the number of individual performances and MPA levels, revealing that young musicians with fewer recitals experienced higher levels of MPA. The findings also highlighted significantly higher levels of MPA in students who do not play the instrument they had selected as their first choice, compared to students studying the instrument that matched their initial preference. No significant differences were identified in MPA levels among students of different instrument classes. The results this study suggest the need for future research to examine the role of other individual variables in MPA, as well as the development of intervention and prevention strategies for MPA, focusing on motivational and self-regulation variables in learning.
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Ansiedade na performance musical Estudantes de música adolescentes Aprendizagem da música Horas de estudo semanais Realização académica do instrumento Número de audições Motivação Autoeficácia Musical performance anxiety Adolescent music students Music learning Weekly study hours Instrument academic achievement Number of solo performances Motivation Self-efficacy