| Summary: | 碩士 === 國立臺南大學 === 教育學系課程與教學澎湖碩士班 === 98 === The study aims to examine music performance anxiety from students in Xing-Xing Elementary School, Penghu, as well as its improvement through remedial strategies. Literature review, questionnaires, and quasi-experimental design were employed in the study. Related literature was reviewed for domestic and foreign theories about children’s music performance anxiety. Self-made questionnaires were designed and administered to one hundred and six students from the third to sixth grades for their music performance anxiety and personality trait factors involved within. Data were collected and analyzed through statistics for frequency distribution and percentage. Finally, pre- and posttests were compared between the controlled group with no remedial strategies and the experimental group of forty fourth graders
with remedial strategies (combination of behavioral remedies, cognitive remedies, and music analysis remedies).
Research findings showed that: (1) Elementary school students had music performance anxiety in general, and their anxiety increased with their grades; females had more music performance anxiety than males, while students with music-related school clubs showed less music performance anxiety than those without. (2) Students with music performance anxiety generally had lower self-efficacy, irrational belief, social phobia, and perfectionism. (3) No differences were found between genders in personality traits of music performance anxiety. (4) Students who joined music- related school clubs showed less tendencies of fear of negative evaluation, social phobia, low self-efficacy, and neurotic socially-prescribed perfectionism, worked harder, and were higher achievers than those who didn’t. (5) Third graders had higher
self-efficacy and perfectionism for normal self demand than fifth graders, while higher degree of irrational thoughts like expectations of failure and demands for success was shown in fourth graders than in third and fifth ones. (6) Significant correlations were found between children’s music performance anxiety and self-efficacy, irrational beliefs, social phobia, perfectionism, and Type A behavior. (7)
Type A behavior of children’s music performance anxiety was significantly correlated with self-efficacy, social phobia, and perfectionism; self-efficacy was significantly correlated with social phobia, perfectionism, and irrational beliefs. Irrational beliefs
were significantly correlated with social phobia, whereas social phobia was significantly correlated with perfectionism. (8) Remedial strategies helped cure students of their music performance anxiety, low self-efficacy, irrational beliefs, and
neurotic perfectionism. (9) Remedial strategies took no effect on Type A behavior of
elementary school students.
Conclusions and suggestions based on the findings were given to music teachers and consultants for considerations.
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