TY - JOUR
T1 - Institutional culture and learning II
T2 - Inter-relationships between perceptions of the learning environment and undergraduate musicians' attitudes to performance
AU - Papageorgi, Ioulia
AU - Haddon, Elizabeth
AU - Creech, Andrea
AU - Morton, Frances
AU - De Bezenac, Christophe
AU - Himonides, Evangelos
AU - Potter, John
AU - Duffy, Celia
AU - Whyton, Tony
AU - Welch, Graham
PY - 2010/12
Y1 - 2010/12
N2 - This paper, following on from our previous paper focusing on findings regarding students' approaches to learning, explores students' approaches to performance with particular focus on musical self-efficacy beliefs and experiences of performance anxiety in solo and group performances. The research design included a large questionnaire survey followed up by 13 case study interviews and six focus groups. Survey participants were 170 undergraduate musicians studying in three distinctively different higher education institutions, encompassing classical, popular, jazz and Scottish traditional music genres. Findings suggest that the context of music performance learning and the prevailing institutional culture relate to students' approaches to performance. By statistically controlling for gender and genre biases across the three institutions, we were able to observe both similarities and differences between students' self-reported self-efficacy beliefs, as well as experiences, perceived causes and strategies used to cope with performance anxiety. Implications of findings from the two 'institutional culture and learning' papers for learners and educators in higher education are discussed.
AB - This paper, following on from our previous paper focusing on findings regarding students' approaches to learning, explores students' approaches to performance with particular focus on musical self-efficacy beliefs and experiences of performance anxiety in solo and group performances. The research design included a large questionnaire survey followed up by 13 case study interviews and six focus groups. Survey participants were 170 undergraduate musicians studying in three distinctively different higher education institutions, encompassing classical, popular, jazz and Scottish traditional music genres. Findings suggest that the context of music performance learning and the prevailing institutional culture relate to students' approaches to performance. By statistically controlling for gender and genre biases across the three institutions, we were able to observe both similarities and differences between students' self-reported self-efficacy beliefs, as well as experiences, perceived causes and strategies used to cope with performance anxiety. Implications of findings from the two 'institutional culture and learning' papers for learners and educators in higher education are discussed.
KW - attitudes to learning and performance
KW - higher education
KW - institutional culture
KW - learning environment
KW - music
UR - http://www.scopus.com/inward/record.url?scp=78650721875&partnerID=8YFLogxK
U2 - 10.1080/14613808.2010.520432
DO - 10.1080/14613808.2010.520432
M3 - Article
AN - SCOPUS:78650721875
SN - 1461-3808
VL - 12
SP - 427
EP - 446
JO - Music Education Research
JF - Music Education Research
IS - 4
ER -