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Contributos para o estudo da relação entre ansiedade na performance musical e qualidade da performance em adolescentes
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O presente estudo, de carácter exploratório, integrado no Projeto MUS‑A: Ansiedade na Performance Musical em Adolescentes, teve como objetivos contribuir para o desenvolvimento de uma grelha de avaliação da performance musical, estudar a relação entre a Ansiedade em Performance Musical (APM) e a qualidade da performance, e explorar o impacto do Programa “LÁ - LESS ANXIETY!” na qualidade da performance musical. Participaram 21 estudantes de música, com idades entre 11 e 15 anos. Foram recolhidos dados sociodemográficos, variáveis musicais e de experiência performativa, bem como variáveis psicológicas: APM, Ansiedade‑Traço, Autoeficácia Musical e problemas emocionais e comportamentais. Foram também recolhidos vídeos performativos, avaliados com uma Grelha de Avaliação da Performance Musical desenvolvida para este projeto. A grelha mostrou potencial, mas também limitações, nomeadamente baixo acordo entre avaliadores. Não se encontraram associações significativas entre as variáveis avaliadas e a qualidade da performance. No subgrupo, com vídeos pré e pós intervenção, observou‑se uma melhoria marginalmente significativa na qualidade da performance, com elevada variabilidade individual. Sugerem‑se investigações futuras com amostras mais alargadas, o aperfeiçoamento e validação da grelha, estudos longitudinais com follow‑up e a continuação da análise do impacto de intervenções focadas na APM e na autorregulação da aprendizagem, como o programa “LÁ – LESS ANXIETY!”.
The present exploratory study, integrated in the MUS‑A Project: Performance Anxiety in Adolescent Musicians, aimed to contribute to the development of a musical performance assessment grid, to examine the relationship between Music Performance Anxiety (MPA) and performance quality, and to explore the impact of the “LÁ – LESS ANXIETY!” program, a cognitive‑behavioral intervention targeting reduction of MPA in adolescents, on performance quality. Twenty‑one music students aged 11 to 15 participated. Sociodemographic data, musical and performance‑experience variables, and psychological measures were collected, namely MPA, Trait Anxiety, Musical Self‑Efficacy, and emotional and behavioral problems. Performance videos were also recorded and evaluated using a Musical Performance Assessment Grid developed for this project. The grid showed potential but also limitations, namely low inter‑rater agreement. No significant associations were found between the assessed variables and performance quality. In the subgroup with pre‑ and post‑intervention videos, a marginally significant improvement in performance quality was observed, with high individual variability. Future research is recommended with larger, more representative samples, further development and validation of the assessment grid, longitudinal studies with follow‑up, and continued evaluation of interventions targeting MPA and self‑regulated learning, such as the “LÁ – LESS ANXIETY!” program.
The present exploratory study, integrated in the MUS‑A Project: Performance Anxiety in Adolescent Musicians, aimed to contribute to the development of a musical performance assessment grid, to examine the relationship between Music Performance Anxiety (MPA) and performance quality, and to explore the impact of the “LÁ – LESS ANXIETY!” program, a cognitive‑behavioral intervention targeting reduction of MPA in adolescents, on performance quality. Twenty‑one music students aged 11 to 15 participated. Sociodemographic data, musical and performance‑experience variables, and psychological measures were collected, namely MPA, Trait Anxiety, Musical Self‑Efficacy, and emotional and behavioral problems. Performance videos were also recorded and evaluated using a Musical Performance Assessment Grid developed for this project. The grid showed potential but also limitations, namely low inter‑rater agreement. No significant associations were found between the assessed variables and performance quality. In the subgroup with pre‑ and post‑intervention videos, a marginally significant improvement in performance quality was observed, with high individual variability. Future research is recommended with larger, more representative samples, further development and validation of the assessment grid, longitudinal studies with follow‑up, and continued evaluation of interventions targeting MPA and self‑regulated learning, such as the “LÁ – LESS ANXIETY!” program.
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Ansiedade na performance musical Qualidade da performance musical Qualidade da performance Musical Adolescentes Intervenção psicológica Music performance anxiety Performance quality Adolescents
Contexto Educativo
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Licença CC
Sem licença CC