LOGIN TO YOUR ACCOUNT

Username
Password
Remember Me
Or use your Academic/Social account:

CREATE AN ACCOUNT

Or use your Academic/Social account:

Congratulations!

You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.

Important!

Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message

CREATE AN ACCOUNT

Name:
Username:
Password:
Verify Password:
E-mail:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Clark, T.; Lisboa, T.; Williamon, A.
Languages: English
Types: Article
Subjects: M1, mupsy
Given the current state of understanding surrounding musicians’ experiences while performing, this study sought to investigate musicians’ thoughts and perceptions during performances and the perceived impact their evaluation of those thoughts and perceptions has on their subsequent musical activities. Twenty-nine student and professional classical musicians were interviewed concerning factors perceived to contribute to the quality of performances, experiences prior to and during performances, and their responses to performances. Self-perceived successful performances were often connected with feelings of sufficient preparation, positive mind-sets, and presented a high yet attainable level of challenge. Less successful performances were typically linked with inadequate preparation, negative mental outlooks, frustration, and lack of enjoyment during the performance itself. Furthermore, the results pointed to the relevance of facilitative versus debilitative perfectionism, locus of control, interpretation of anxiety symptoms, and the interaction between self-talk, self-efficacy, and performance quality to musicians’ performance experiences and satisfaction.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Bandura, A. (1997). Self-efficacy: The Exercise of Control. New York: W.H. Freeman & Co.
    • Barry, H. & Hallam, S. (2002). Practice. In R. Parncutt & G.E. McPherson (Eds.), The Science and Psychology of Music Performance (pp.151-165). New York: Oxford University Press.
    • Chaffin, R. & Imreh, G. (2002). Practicing perfection: Piano performance as expert memory. Psychological Science, 13(4), 342-349.
    • Chaffin, R. & Logan, T. (2006). Practicing perfection: How concert soloists prepare for performance. Advances in Cognitive Psychology, 2, 113-130.
    • Charmaz, K. (2003). Grounded theory. In J. Smith (Ed.), Qualitative Psychology: A Practical Guide to Research Methods (pp. 81-110). London: Sage.
    • Côté, J., Salmela, J.H., Baria, A., & Russell, S.J. (1993). Organizing and interpreting unstructured qualitative data. The Sport Psychologist, 7, 127-137.
    • Csíkszentmihályi, M. (1990). Flow: The Psychology of Optimal Experience. New York: Harper and Row.
    • Ericsson, K.A., Krampe, R.T., & Tesch-Romer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100, 363-406.
    • Hallam, S. (1998). Instrumental Teaching: A Practical Guide to Better Teaching and Learning. London: Heinemann.
    • Hallam, S. (2001a). The development of metacognition in musicians: Implications for education. British Journal of Music Education, 18, 27-39.
    • Hallam, S. (2001b). The development of expertise in young musicians: Strategy use, knowledge acquisition, and individual diversity. Music Education Research, 3, 7- 23.
    • Hanton, S. & Jones, G. (1999). The acquisition and development of cognitive skills and strategies: I. Making the butterflies fly in formation. The Sport Psychologist, 13, 1- 21.
    • Hanton, S., Neil, R., & Mellalieu, S. (2008). Recent developments in competitive anxiety direction and competition stress research. International Review of Sport and Exercise Psychology, 1, 45-57.
    • Hardy, J. (2006). Speaking clearly: A critical review of the self-talk literature. Psychology of Sport and Exercise, 7, 81-97.
    • Hardy, J., Gammage, K., & Hall, C.R. (2001). A description of athlete self-talk. The Sport Psychologist, 15, 306-318.
    • Hardy, J., Hall, C.R., Gibbs, C., & Greenslade, C. (2005). Self-talk and gross motor skill performance. Athletic Insight: The Online Journal of Sport Psychology. Available: http://www.athleticinsight.com/Vol7Iss2/SelfTalkPerformance.htm Hatzigeorgiadis, A., Zourbanos, N., Goltsios, C., & Theodorakis, Y. (2008). Investigating functions of self-talk: The effects of motivational self-talk on self-efficacy and performance in young tennis players. The Sport Psychologist, 22, 458-471.
    • Hill, R.W., Huelsmann, T.J., Furr, R.M., Kibler, J., Vicente, B.B., & Kennedy, C. (2004). A new measure of perfectionism: The Perfectionism Inventory. Journal of Personality Assessment, 82, 80-91.
    • Johnson, J.J.M., Hrycaiko, D.W., Johnson, G.V., & Hallas, J.M. (2004). Self-talk and female youth soccer performance. The Sport Psychologist, 18, 44-59.
    • Jones, G. (1995). More than just a game: Research developments and issues in competitive anxiety in sport. British Journal of Psychology, 86, 449-478.
    • Jones, G. & Hanton, S. (2001). Pre-competitive feeling states and directional anxiety interpretations. Journal of Sports Sciences, 19, 385-395.
    • Jones, G. & Swain, A.B.J. (1992). Intensity and direction dimensions of competitive state anxiety and relationships with competitiveness. Perceptual and Motor Skills, 74, 467-472.
    • Lisboa, T. (2008). Action and thought in cello playing: An investigation of children's practice and performance. International Journal of Music Education, 26, 243-267.
    • Lisboa, T., Chaffin, R., & Logan, T. (2011). A self-study of practice: Words versus action in music problem solving. In A. Williamon, D. Edwards, & L. Bartel (eds.), Proceedings of the International Symposium on Performance Science 2011 (pp. 517-522). Utrecht, The Netherlands: European Association of Conservatoires.
    • Loehr, J.E. (1984, March). How to overcome stress and play at your peak all the time. Tennis, 66-76.
    • McCormick, J. & McPherson, G. (2003). The role of self-efficacy in a musical performance examination: An exploratory structural equation analysis. Psychology of Music, 31, 37-51.
    • McPherson, G. & McCormick, J. (2000). The contribution of motivational factors to instrumental performance in a music examination. Research Studies in Music Education, 15, 31-39.
    • McPherson, G. & McCormick, J. (2006). Self-efficacy and music performance. Psychology of Music, 34, 322-336.
    • McPherson, G. & Zimmerman, B. (2002). Self-regulation of musical learning: A social cognitive perspective. In R. Colwell & C. Richardson (Eds.), The New Handbook of Research on Music Teaching and Learning (pp. 327-347). Oxford: Oxford University Press.
    • Mellalieu, S. & Lane, A. (2009). Is studying anxiety interpretations useful for sport and exercise psychologists? The Sport and Exercise Scientist, 19, 28-31.
    • Miles, M.B. & Huberman, A.M. (1990). Qualitative Data Analysis: A Sourcebook of New Methods. Newbury Park, CA: Sage.
    • Miller, S.R. & Chesky, K. (2004). The multidimensional anxiety theory: An assessment of and relationships between intensity and direction of cognitive anxiety, somatic anxiety, and self-confidence over multiple performance requirements among college music majors. Science and Medicine, 9, 12-20.
    • Mor, S., Day, H., Flett, G., & Hewitt, P. (1995). Perfectionist, control, and components of performance anxiety in professional artists. Cognitive Therapy and Research, 19, 207-225.
    • Nielsen, S. (1997). Self-regulation of learning strategies during practice: A case study of a church organ student preparing a musical work for performance. In H. Jorgensen & A. Lehmann (Eds.), Does Practice Make Perfect? (pp.109-122). Oslo: Norges Musikkhogskole.
    • Nielsen, S. (2004). Strategies and self-efficacy beliefs in instrumental and vocal individual practice: a study of students in higher music education. Psychology of Music, 32 (4), 418-431.
    • Patton, M.Q. (2002). Qualitative Evaluation and Research Methods (3rd ed.). Thousand Oaks, CA: Sage.
    • Papageorgi, I. (2008). Investigating musical performance: Performance anxiety across musical genres - TLRP Research Briefing 57. London: TLRP.
    • Paris, S. G. & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89-101.
    • Pintrick, P.R. & De Groot, E.V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
    • Ritchie, L. & Williamon, A. (2011). Measuring distinct types of musical self-efficacy. Psychology of Music, 39, 328-344.
    • Roland, D. (1994). How professional performers manage performance anxiety. Research Studies in Music Education, 2, 25-35.
    • Shaw, R.L. (2001). Why use interpretive phenomenological analysis in health psychology? Health Psychology Update, 10, 48-52.
    • Sloboda, J.A., Davidson, J.W., Howe, M.J.A., & Moore, D.G. (1996). The role of practice in the development of performing musicians. British Journal of Psychology, 87, 287-309.
    • Smith, J. (1995). Semi-structured interviewing and qualitative analysis. In J.A. Smith, R. Harré, & L. Van Langenhove (Eds.), Rethinking Methods in Psychology (pp. 9-26). London: Sage.
    • Sparkes, A.C. (1998). Validity in qualitative inquiry and the problem of criteria: Implications for sport psychology. The Sport Psychologist, 12, 363-386.
    • Stoeber, J. & Eismann, U. (2007). Perfectionism in young musicians: Relations with motivation, effort, achievement, and distress. Personality and Individual Differences, 43, 2182-2192.
    • Stoeber, J. & Otto, K. (2006). Positive concepts of perfectionism: Approaches, evidence, challenges. Personality and Social Psychology Review, 10, 295-319.
    • Stoeber, J., Otto, K., Pescheck, E., Becker, C., & Stoll, O. (2007). Perfectionism and competitive anxiety in athletes: Differentiating striving for perfection and negative reactions to imperfection. Personality and Individual Differences, 42, 959-969.
    • Williamon, A., Lehmann, A., & McClure, K. (2005). Studying practice quantitatively. In R. Kopiez, A.C. Lehmann, I. Wolther, C. Wolf (Eds.), Proceedings of the Fifth Triennial ESCOM Conference (pp.182-185). Hanover, Germany: Hanover University of Music and Drama.
    • Williamon, A. & Valentine, E. (2000). Quantity and quality of musical practice as predictors of performance quality. British Journal of Psychology, 91, 353-376.
    • Williamon, A. & Valentine, E. (2002). The role of retrieval structures in memorizing music. Cognitive Psychology, 44(1), 1-32.
    • Williamon, A., Valentine, E., & Valentine, J. (2002). Shifting the focus of attention between levels of musical structure. European Journal of Cognitive Psychology, 14, 493-520.
    • Zimmerman, B.J. (1989). A social cognitive view of self-regulated learning. Journal of Educational Psychology, 81, 329-339.
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article