Perfectionism in Collegiate Musicians Kayla Grey Fall 2017

Perfectionism in Collegiate Musicians Kayla Grey Fall 2017

Study Background On this slide, give a brief overview of your story and your interest in this topic Explain your overall project idea and how conducting a survey study on students in the CMA was an integral step in that process

Literature Review Perfectionism: personality style that is characterized by striving for flawlessness and setting of excessively high standards for performance accompanied by tendencies for overly critical evaluation of their behavior (Achtziger & Bayer, 2012; Dunkley & Blankstein, 2000; Stoeber & Rennert, 2008) Adaptive perfectionism: setting high standards and being satisfied with the performance Maladaptive perfectionism: setting high standards and being unsatisfied with their performance no matter how good the performance might have been. Perfectionism can lead to elevated levels of stress (Achtziger & Bayer, 2012; Stoeber & Rennert, 2008) Musicians’ stress caused by high expectations for themselves, as well as from their peers and teachers

Literature Review, cont. Music performance anxiety: apprehension about the potential of making a mistake and not performing to one’s standards (Patston & Osborne, 2016) Manifest itself physiologically, psychologically, or behaviorally Impact one’s enjoyment of playing music Coping mechanisms include group music therapy, muscle relaxation, and medication (Taborsky, 2007)

Research Problem It is important to study these constructs in collegiate musicians because there is limited research regarding these constructs in this demographic specifically. The study would help collegiate musicians identify perfectionism in their own personalities and apply coping mechanisms to their own life.

Study Purpose The purpose of this study is to investigate the constructs of perfectionism, stress, and music performance anxiety among collegiate music majors. Research Questions 1. What characterizes feelings of perfectionism, stress, and music performance anxiety among collegiate musicians? 2. Is there a relationship between feelings of perfectionism, stress, and music performance anxiety among collegiate musicians? 3. In what ways do collegiate musicians cope with feelings of perfectionism, stress, and music performance anxiety?

Methodology A survey study was selected because. . Population: collegiate musicians at a large Midwestern public university Survey was developed using Qualtrics Survey was distributed during a two week period in the Fall of 2017. A reminder email was sent out to increase response rate.

Survey Instrument Stress was measured using the Perceived Stress Scale (Cohen, Karmack, & Mermelstein, 1983) Items were adapted to fit a music-specific context Rated on a 5 -point Likert type scale from 1 (never) to 5 (very often) Perfectionism was measured using an adaptation of Hewitt and Flett’s Multidimensional Perfectionism Scale (1990) Rated on a 7 -point Likert type scale from 1 (disagree) to 7 (agree) Music performance anxiety was measured using the Kenny Music Performance Anxiety Inventory – Revised (Kenny, 2009). Measured on a 7 -point Likert type scale from 1 (strongly disagree) to 7 (strongly agree) Two open ended questions regarding personal experience with stress and performance anxiety, as well as coping strategies participants use to help with their stress and performance anxiety

Results: Demographics 52 participants (demographic data was voluntary) 31 undergraduate students 9 graduate students 1 doctoral student 50% female (n = 26), 29% male (n = 15) 37% (n = 19) music education majors, 35% (n = 18) performance majors, 8% (n = 4) composition and theory majors or other majors

Results: Demographics, cont. [CATEGORY NAME] [PERCENTAGE] n = 11 [CATEGORY NAME] [PERCENTAGE] n = 12 Woodwind Brass [CATEGORY NAME] [PERCENTAGE] n=4 ]CATEGORY NAME[ ]PERCENTAGE[ n=6 ]CATEGORY NAME[ ]PERCENTAGE[ n=8 Voice [CATEGORY NAME] [PERCENTAGE] n = 11 Strings Percussion and Piano Unreported

Results: Demographics, cont. Participants spent an average of 8. 5 hours a week in ensemble rehearsals. [CATEGORY NAME], ]CATEGORY [PERCENTAGE], NAME], n=5 [PERCENTAGE], n=2 [CATEGORY NAME], [PERCENTAGE], n=4 0 hours [CATEGORY NAME], [PERCENTAGE], n=9 ]CATEGORY NAME], [PERCENTAGE], n=3 1 -3 hours 4 -7 hours [CATEGORY NAME], [PERCENTAGE], n = 18 8 -10 hours 11 -15 hours 15 + hours

Results: Demographics, cont. Participants were expected to practice an average of 2. 84 hours per day Participants spent an average of 2. 10 hours practicing per day

Results Participants were given composite scores for their music performance anxiety, music-related stress, and perfectionism Music performance mean: 159. 15 Music related stress mean: 33. 77 Perfectionism mean: 144. 08

Results, cont. Pearson correlations were applied to the constructs to answer the second research question The three primary constructs were positively correlated at a statistically significant level (p <. 01) Magnitude of these relationships ranged from modest (r =. 44) to moderately strong (r =. 63) Music Performance Anxiety Feelings of Perfectionism Music Performance Anxiety Music-Related Stress . 61** Music Hours Related Practiced Stress Per Day. 44**. 63** . 14 -. 11 -. 01

Results, cont. There were no significant differences in feelings of perfectionism, music performance anxiety, and musicrelated stress across gender, level, and major area.

Results Stressors in Collegiate Musicians Performing Pressure (n = 18) Lesson Expectations (n = 14) Social Pressure (n = 12) Negative outcome (n = 10) Time Management (n = 7) Perfectionism (n = 7) No Stress (n = 1) “When I perform as a solo musician, I normally feel stressed as I am always worrying how well will I do. During the performance, the idea of messing up is running through my head until it happens. ”

Results Coping Mechanisms used by Collegiate Musicians Breathing (n = 12) Exercise (n = 11) Mindfulness (n = 10) Redirection (n = 7) Social Support (n = 4) Medication (n = 3) Preparation (n = 3) Spirituality (n = 2) No Coping (n =2) “I will do things like meditation, I will do breathing exercises to calm me down and get focused. ” “I practice a lot”

Discussion & Implications What does it all mean? How do your findings connect to past literature? How do your findings differ from past literature?

Discussion & Implications More on what does it all mean? More on how do your findings connect to past literature? How do your findings differ from past literature?

Recommendations What recommendations might you provide your audience based upon your findings?

Future Research Where do we go from here? What questions do you still have?

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