東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

How undergraduate music schools addr...

Jordan, Craig Robert.

FindBook

Google Book

Amazon

博客來

How undergraduate music schools address music performance anxiety: A multiple case study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	How undergraduate music schools address music performance anxiety: A multiple case study./
作者:	Jordan, Craig Robert.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	170 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-08(E), Section: B.
Contained By:	Dissertation Abstracts International78-08B(E).
標題:	Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10253856
ISBN:	9781369478556

How undergraduate music schools address music performance anxiety: A multiple case study.
Jordan, Craig Robert.

How undergraduate music schools address music performance anxiety: A multiple case study. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 170 p.

Source: Dissertation Abstracts International, Volume: 78-08(E), Section: B.

Thesis (Psy.D.)--The University of the Rockies, 2016.

Music performance anxiety (MPA) is problematic for students within undergraduate music schools due to the important role that performing has for undergraduate musicians' academic progress and subsequent career trajectories. A preponderance of the available literature suggested that MPA issues are highly prevalent within the culture of undergraduate music schools and that few of these institutions have implemented programs and policies that sufficiently address these issues. The purpose of this multiple case study research was to determine how undergraduate music schools address MPA by examining academic catalogs and relevant course syllabi, and through interviewing curricula administrators, primary instrumental instructors, and licensed mental health care clinicians working in university mental health clinics. The study sample included 19 participants representing 14 undergraduate music schools within nine states in the United States, 14 academic catalogs and two course syllabi. Findings suggest that few undergraduate music schools have implemented MPA-specific programs and policies that sufficiently address this issue and that students' primary instrumental instructors are their primary resource for addressing MPA issues. This is concerning because most of these educators lack the specialized training necessary for treating MPA. A conceptual model of how undergraduate music schools address MPA was developed based upon the findings.

ISBN: 9781369478556Subjects--Topical Terms:

519075
Psychology.

How undergraduate music schools address music performance anxiety: A multiple case study.
LDR:02464nmm a2200325 4500 001 2158477
005 20180614071644.5
008 190424s2016 ||||||||||||||||| ||eng d
020 $a 9781369478556
035 $a (MiAaPQ)AAI10253856
035 $a (MiAaPQ)rockies:10325
035 $a AAI10253856
040 $a MiAaPQ $c MiAaPQ
100 1 $a Jordan, Craig Robert. $3 3346299
245 1 0 $a How undergraduate music schools address music performance anxiety: A multiple case study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 170 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-08(E), Section: B.
500 $a Adviser: Mark Arcuri.
502 $a Thesis (Psy.D.)--The University of the Rockies, 2016.
520 $a Music performance anxiety (MPA) is problematic for students within undergraduate music schools due to the important role that performing has for undergraduate musicians' academic progress and subsequent career trajectories. A preponderance of the available literature suggested that MPA issues are highly prevalent within the culture of undergraduate music schools and that few of these institutions have implemented programs and policies that sufficiently address these issues. The purpose of this multiple case study research was to determine how undergraduate music schools address MPA by examining academic catalogs and relevant course syllabi, and through interviewing curricula administrators, primary instrumental instructors, and licensed mental health care clinicians working in university mental health clinics. The study sample included 19 participants representing 14 undergraduate music schools within nine states in the United States, 14 academic catalogs and two course syllabi. Findings suggest that few undergraduate music schools have implemented MPA-specific programs and policies that sufficiently address this issue and that students' primary instrumental instructors are their primary resource for addressing MPA issues. This is concerning because most of these educators lack the specialized training necessary for treating MPA. A conceptual model of how undergraduate music schools address MPA was developed based upon the findings.
590 $a School code: 0556.
650 4 $a Psychology. $3 519075
650 4 $a Music. $3 516178
650 4 $a Music education. $3 3168367
650 4 $a Educational psychology. $3 517650
690 $a 0621
690 $a 0413
690 $a 0522
690 $a 0525
710 2 $a The University of the Rockies. $b Organizational Leadership. $3 2098840
773 0 $t Dissertation Abstracts International $g 78-08B(E).
790 $a 0556
791 $a Psy.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10253856