Background: The effectiveness of educational music training in lowering stress and performance anxiety among first-year undergraduate music education students is an understudied area. The goal of this study was to determine if educational music training affects first-year undergraduate music education students' stress and anxiety associated with musical performance.
Methods: A randomized controlled trial design was used in this study. A waiting list group of 35 students and an educational music training intervention group of 35 first-year undergraduate music education students were randomized for the study to commence. The Kenny music performance anxiety (MPA) scale and perceived stress scale (PSS) were used as outcome measures.
Results: The findings show that, among first-year undergraduate music education students, educational music training decreased their stress level associated with music performance [F(1, 68) = 390.751; P = .001, ηp2 = 0.270]. It was also found that after the educational music training, the students reported decreased anxiety level associated with music performance [F(1, 68) = 1375.495; P = .001, ηp2 = 0.344]. Significant interaction effects of educational music training and time on students' stress [F(2, 68) = 127.301; P = .001] and anxiety levels [F(2, 68) = 260.535; P = .001] were also found.
Conclusion: Educational music intervention can be successful as a means of reducing anxiety and stress in undergraduate music education students during the first year of study.
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| http://dx.doi.org/10.1097/MD.0000000000032112 | DOI Listing |
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