ETD RECORD
Controlling chatter to make it matter :evaluating a self-talk intervention to enhance adjudicated musical performance
Citation
Weiss, Cheryl L.. (2008). Controlling chatter to make it matter :evaluating a self-talk intervention to enhance adjudicated musical performance. Theses and Dissertations Collection, University of Idaho Library Digital Collections. https://www.lib.uidaho.edu/digital/etd/items/etd_358.html
- Title:
- Controlling chatter to make it matter :evaluating a self-talk intervention to enhance adjudicated musical performance
- Author:
- Weiss, Cheryl L.
- Date:
- 2008
- Keywords:
- Self-talk Performance anxiety Music students--Psychology
- Program:
- Education
- Abstract:
- One of the reasons many musicians have found it difficult to perform their best in public is because of a lack of knowledge about mental skills training In the realm of sport psychology, self-talk has been found to be an effective mental skills tool for increasing self confidence, decreasing anxiety-based problems and enhancing performance. The purpose of this study was twofold. The first was to determine the effect of a self-talk intervention on self-confidence, energy management and stress, and performance during college students' adjudicated music performance examinations. The second was to determine the influence of the participants' motivational styles on self-talk intervention effectiveness. Utilizing a pre-test/post-test, quasi-experimental design enhanced by qualitative interviews, an 8-week self-talk intervention was implemented. Results indicated that self-talk intervention participants experienced a significant increase in trait self-confidence and significant reductions in trait and state anxiety compared to musicians in a control group. Partial qualitative support was found for self-talk being useful as a performance enhancement intervention strategy. Motivational styles were found to have a minimal impact on self-talk effectiveness during musical examination performances. Study limitations were discussed and future research directions were offered.
- Description:
- Thesis (Ph. D., Education)--University of Idaho, October 2008.
- Major Professor:
- Damon D. Burton.
- Defense Date:
- October 2008.
- Type:
- Text
- Format Original:
- xii, 154 leaves :ill. ;29 cm.
- Format:
- record
Rights
- Rights:
- In Copyright - Educational Use Permitted. For more information, please contact University of Idaho Library Special Collections and Archives Department at libspec@uidaho.edu.
- Standardized Rights:
- http://rightsstatements.org/vocab/InC-EDU/1.0/