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Controlling chatter to make it matte...

Weiss, Cheryl L.

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Controlling chatter to make it matter: Evaluating a self-talk intervention to enhance adjudicated musical performance.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Controlling chatter to make it matter: Evaluating a self-talk intervention to enhance adjudicated musical performance./
Author:	Weiss, Cheryl L.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2008,
Description:	155 p.
Notes:	Source: Dissertations Abstracts International, Volume: 70-12, Section: A.
Contained By:	Dissertations Abstracts International70-12A.
Subject:	Music education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3347524
ISBN:	9781109025729

Controlling chatter to make it matter: Evaluating a self-talk intervention to enhance adjudicated musical performance.
Weiss, Cheryl L.

Controlling chatter to make it matter: Evaluating a self-talk intervention to enhance adjudicated musical performance. - Ann Arbor : ProQuest Dissertations & Theses, 2008 - 155 p.

Source: Dissertations Abstracts International, Volume: 70-12, Section: A.

Thesis (Ph.D.)--University of Idaho, 2008.

This item must not be sold to any third party vendors.

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.

ISBN: 9781109025729Subjects--Topical Terms:

3168367
Music education.
Subjects--Index Terms:

Adjudicated performance

Controlling chatter to make it matter: Evaluating a self-talk intervention to enhance adjudicated musical performance.
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520 $a 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.
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