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Ansiedade na performance musical em adolescentes : uma análise qualitativa multidimensional da experiência subjetiva e regulatória
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O presente estudo teve como objetivo explorar a experiência subjetiva da ansiedade na performance musical (APM) em adolescentes músicos, analisando as dimensões fisiológica, cognitiva, emocional e comportamental, bem como as estratégias de regulação emocional utilizadas e a influência do contexto social. Aplicou-se uma abordagem qualitativa exploratória, utilizando focus group semiestruturado com 13 adolescentes entre 13 e 16 anos, com experiência prévia em contextos de performance musical. A análise temática evidenciou que a APM constitui uma experiência multidimensional, envolvendo respostas fisiológicas como aceleração cardíaca e tremores, pensamentos negativos e antecipatórios, sentimentos de medo e insegurança, além de comportamentos orientados para o controlo e redução do desconforto. Os participantes reconheceram a interferência significativa da ansiedade na concentração, expressividade e bem-estar durante a performance, destacando também o papel do apoio social e da comparação entre pares. Foram identificadas diversas estratégias de regulação emocional, desde técnicas de respiração e relaxamento até tentativas cognitivas e comportamentais adaptativas e desadaptativas. A reflexão coletiva proporcionada pelo focus group contribuiu para o aprofundamento do entendimento e uma reavaliação dos significados atribuídos à ansiedade. Estas conclusões destacam a importância de intervenções direcionadas ao desenvolvimento de competências emocionais e ambientes de aprendizagem que promovam suporte social e adaptação saudável à ansiedade na performance musical.
The objective of this study was to explore the subjective experience of performance anxiety (PA) in adolescent musicians, analyzing its physiological, cognitive, emotional, and behavioral dimensions, as well as the emotional regulation strategies used and the influence of the social context. An exploratory qualitative approach was applied, using semi-structured focus group with 13 adolescents aged 13 to 16 who had prior experience in musical performance contexts. Thematic analysis revealed that performance anxiety is a multidimensional experience, involving physiological responses such as increased heart rate and tremors, negative and anticipatory thoughts, feelings of fear and insecurity, as well as behaviors aimed at controlling and reducing discomfort. Participants acknowledged the significant impact of anxiety on concentration, expressiveness, and well-being during performance, while also highlighting the role of social support and peer comparison. Various emotional regulation strategies were identified, ranging from breathing and relaxation techniques to adaptive and maladaptive cognitive and behavioral attempts. The collective reflection facilitated by the focus group contributed to a deeper understanding and a reassessment of the meanings attributed to anxiety. These findings highlight the importance of interventions aimed at developing emotional skills and learning environments that promote social support and healthy adaptation to anxiety in musical performance.
The objective of this study was to explore the subjective experience of performance anxiety (PA) in adolescent musicians, analyzing its physiological, cognitive, emotional, and behavioral dimensions, as well as the emotional regulation strategies used and the influence of the social context. An exploratory qualitative approach was applied, using semi-structured focus group with 13 adolescents aged 13 to 16 who had prior experience in musical performance contexts. Thematic analysis revealed that performance anxiety is a multidimensional experience, involving physiological responses such as increased heart rate and tremors, negative and anticipatory thoughts, feelings of fear and insecurity, as well as behaviors aimed at controlling and reducing discomfort. Participants acknowledged the significant impact of anxiety on concentration, expressiveness, and well-being during performance, while also highlighting the role of social support and peer comparison. Various emotional regulation strategies were identified, ranging from breathing and relaxation techniques to adaptive and maladaptive cognitive and behavioral attempts. The collective reflection facilitated by the focus group contributed to a deeper understanding and a reassessment of the meanings attributed to anxiety. These findings highlight the importance of interventions aimed at developing emotional skills and learning environments that promote social support and healthy adaptation to anxiety in musical performance.
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Ansiedade na performance musical Adolescentes Regulação emocional Experiência subjetiva Focus group Anxiety in musical performance Adolescents Emotional regulation Subjective experience
Contexto Educativo
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Sem licença CC