The Relationships Between Music Performance Anxiety and the Mindfulness Levels of Music Teacher Candidates

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Jelen B.

INTERNATIONAL EDUCATION STUDIES, vol.14, no.10, pp.116-126, 2021 (Peer-Reviewed Journal)

  • Publication Type: Article / Article
  • Volume: 14 Issue: 10
  • Publication Date: 2021
  • Doi Number: 10.5539/ies.v14n10p116
  • Journal Indexes: ERIC (Education Resources Information Center)
  • Page Numbers: pp.116-126
  • Gazi University Affiliated: Yes



In this study the relationships between the Music Performance Anxiety (MPA) levels and mindfulness levels of

Music Teacher Candidates (MTC) were investigated. A large sample of undergraduate students (N = 524) from

seven different universities from around Turkey took place in the study. The data was collected with both Kenny’s

MPA inventory and the Five Facets Mindfulness Questionnaire. The Pearson Moments Correlation Coefficient

was used in determining the relationships between the MPA and mindfulness levels of the MTC. To determine

whether the MPA of students and mindfulness differ in terms of piano lesson achievement and daily piano practice

time (DPPT) variables, a variance analysis (ANOVA) and a Kruskal Wallis H test analyses were used. Students’

mindfulness levels were negatively correlated with their MPA levels. Their piano lesson achievement levels had

positive relationship with mindfulness and a negative relationship with their MPA. Similarly, their DPPT had a

positive relationship with mindfulness and a negative relationship with MPA.

Keywords: music performance anxiety, mindfulness, music teacher candidates, piano, practice time, achievement