Thesis (M.S.)--Springfield College, 2004. / Includes bibliographical references. Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (M.S.)--Eastern Washington University, 2005. / Includes bibliographical references (leaves 64-67).

Thesis (Ph. D.)--Illinois State University, 1998. / Title from title page screen, viewed July 10, 2006. Dissertation Committee: Jeffrey B. Hecht, Paul Baker (co-chairs), Patricia H. Klass, Graham Jones. Includes bibliographical references (leaves 148-154) and abstract. Also available in print.

Thesis (M.S.)--Springfield College, 2004. / Includes bibliographical references.

Thesis (M.S.)--Eastern Washington University, 2005. / Includes bibliographical references (leaves 64-67). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (D.P.E.)--Springfield College, 2005. / Includes bibliographical references. Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (M.S.)--Springfield College, 2003. / Includes bibliographical references. Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

abstract: A strong correlation exists between the effects of bullying on a singer and his or her performance anxiety. An exhaustive literature review and a survey of classical singers were used to assess this hypothesis. The survey was compiled using standard psychological and current performance anxiety questionnaires with additional questions created by the author. The data were analyzed using a Pearson Product-Moment Correlation, a regression analysis, and an Analysis of Variance. / Dissertation/Thesis / Doctoral Dissertation Music 2017

Music Performance Anxiety is something that has affected a number of musicians and numerous studies have been conducted on performance anxiety in adult musicians. However, research on performance anxiety in children and adolescence is still lacking when compared to literature on adult and music performance anxiety. This study examined the signs and symptoms that children (ages 8-12) and teenagers (ages 13-17) feel and the levels of performance anxiety they perceive. In addition, this study also examined levels of perfectionism, self-efficacy and gender as predictors of anxiety and compared these with levels of anxiety. Sixty-five participants completed three questionnaires and a demographic survey. Results suggest a tentative increasing relationship between music performance anxiety and age while no relationship between gender and anxiety was found. Strong relationships between perfectionism and self-efficacy with anxiety indicate that students with high levels of perfectionism and low levels of self-efficacy are more likely to have high levels of performance anxiety. Just as previous studies with adults have found, our findings in children and adolescents suggest that perfectionism may render people vulnerable to performance anxiety while self-efficacy may be an important buffer against this anxiety.

The aim of this thesis was to better understand how music performance anxiety can be dealt with to not negatively affect my playing when performing solo piano music by heart in concerts. Another aim was that I would feel a lot more secure and confident on those occasions and that I would be able to focus more on the interpretation and expressing my emotions after this project. The field of MPA has been studied quite a lot but not broadly within the framework of artistic research. This thesis addresses two research questions: How might physical exercises decrease my experience of music performance anxiety? How might mental training decrease my experience of music performance anxiety? The methods used were preparing for three concerts with discovered strategies, keeping a video diary from two days before the concert until the concert day, taking video recordings of the concerts and analyzing the performance videos and video diaries using open coding and observing instimulated recall sessions. I then reflected on how the strategies helped me with the anxiety. As a result of this project, I have found a lot of strategies that help me with MPA. Physical exercises that I have found helpful are e.g., yoga, Zen meditation, deep relaxation, progressive muscle relaxation, regular aerobic exercise, short physical warm-up before the concert, focusing on breathing and releasing muscular tension when practicing and performing. The mental strategies included mental practicing, positive self-talk, identifying and eliminating catastrophic thinking, reinforcing themeaning in performing, having precise goals for the concert, practicing memorization and focusing on musical values when practicing and performing.