Motivation and stress management training for children and teachers in music schools

Margit Painsi Richard Parncutt

Department of Musicology University of Graz, Austria

Structure of presentation
Approach and objectives  Theoretical background  Method - Participants - Measures - Course structure and content  Results  Conclusion  Further research


Approach to training
specifically for music education  modular course structure



motivation (attributions, self beliefs)

  

pupils subjective beliefs pupilpupil-teacher interaction teachers feedback style

stress management

Project aim


Evaluate a course to train motivation and stress management strategies  impact on pupils achievement behavior  practicability  acceptance by teachers and pupils

Course objectives  Improve

 pupils achievement behavior:
 belief in malleability of their musical ability  adaptive attributions  adaptive coping strategies

 pupil-teacher interaction: pupil teachers: diverse, appropriate feedback  pupils: positive response to feedback

Theory of attribution
Weiner (1979, 1985) Seligman et al. (1975, 1978) Dweck et al. (1975, 1980)

Maladaptive reactions attribute setbacks to global, stable factors (talent). Adaptive reactions attribute setbacks to unstable, controllable factors (lack of effort).
Attributions are predictive of these different reactions. Manipulating peoples attributions can create or alter these reactions.

Meaning System Approach

Dweck und Leggett (1988) Implicit self-theories involve personal attributes such as self intelligence  musical ability Implicit theories motivational framework meaning system attributions

Implicit self theories can be: entity theories

portray personal attribute as relatively fixed

incremental theories portray attribute as relatively malleable

Influence of implicit self-theories selfPeople who hold an entity theory want to demonstrate that they have sufficient musical talent want praise, dislike criticism
FAILURE

is due to lack of ability

People who hold an incremental theory want to increase their ability concentrate on cultivating their ability through effort
FAILURE

is reason to try harder & develop new strategies

Coping Strategies
Hampel et al. (2001) Recommendations to musicians based on psychological theory of coping and stress:

Practice

Performance

ProblemProblem-focused coping


EmotionEmotion-focused coping


Monitoring the situation I try to figure out the problem Positive self-instruction selfI say to myself: I can make it Social support I ask for somebody's advice

Minimization I say to myself: It isnt serious Distraction/recreation I think about things that I like

Passive Avoidance I want to stay in bed

Maladaptive coping

Resignation I want to give up Aggression I get into a bad temper

Participants
10 Pupils (2 Groups) 7 Girls, 3 Boys Ages 12 to 14 5 Teachers 4 Men, 1 Woman Ages 27 to 39

Instruments
Piano, Harmonica, Clarinet, Flute, Percussion, Trumpet

Professional experience M=11 years (SD=4) Number of pupils M=36 (SD=5) Working hours/week M=25 (SD=7)

Experience with instrument M=3.8 years (SD=1.6) 5 take Individual lessons

5 learn in groups of 2

Measures
Pupils
Attribution questionnaire (Painsi, 2003) Coping questionnaire for children and adolescents (Hampel et al., 2001) Implicit Theories of Musical Ability Scale for Children (modified after Dweck, 2001) Questionnaire goal choice items (modified after Dweck, 2001) SelfSelf-regulation scale (Schwarzer et al., 1999) SelfSelf-efficacy scale (modified after Kmmel & Meier, 2003) Lesson diaries Stress management diaries

Teachers (self evaluation)

Risk Score (Kallus et al., 2001) Implicit Theories of Musical Ability Scale (modified after Dweck, 2001) Teacher self-efficacy scale self(Schwarzer et al., 1999) Lesson diaries

Teachers evaluation of pupils

Attribution Questionnaire (Painsi, 2003) SelfSelf-regulation scale (modified after Schwarzer et al., 1999)

Training schedule: Pupils

Week number 4 5 6

9 Concert

Follow up 6 months

Sessions 1 to 4

Sessions 5 to 8

Course structure and content: Pupils

Sessions 1- 4 1Reformulation of attribution patterns; reinterpretation of stressful events exploration of individual experiences and perceptions learning about the bodily processes that underlie stress becoming aware of those processes discriminating positive from negative processes Development of adaptive attribution patterns and coping strategies practising cognitive strategies practising relaxation techniques

Sessions 5 - 8
Transfer to everyday musical activities

modeling behavior (e.g. role play) keeping a diary of stressful situations and coping behaviors applying relaxation techniques

Training schedule: Teachers

1 Session 1

Training (in weeks) 3 4 5 6 7 Session 2

9 Concert

Follow up 6 months

Course structure and content: Teachers

Session 1
Background - theories of attribution, stress management, self belief Incorporation into teaching - differentiation between feedback that promotes motivation and selfselfworth - building of an individual vocabulary for giving achievement feedback

Session 2
Discussion and debriefing - analysis of teachers lesson diaries - comparison with pupils perception of feedback - discussion of possible improvements

Implicit Theory of Musical Ability

p = .029

Theory of a fixed ability

1,8

1,6

Scale 0 - 5 N=7
Girls

Theory of a malleable ability

1,4

1,2

start

middle

end

Course objective: encourage theory of malleable ability

Marisa: Attribution of Success

4

3,2

Scale 0 - 4
start middle concert end

2,4

1,6

0,8

Ability

Effort

Luck

Task Difficulty

Course objective: encourage internal and discourage external attributions

Marisa: Attribution of Failure

4 3,2

Scale 0 - 4
2,4

1,6

start middle end

0,8

Ability

Effort

Luck

Task Difficulty

Course objective: ecourage attribution to effort

Physical symptoms of stress

How often did you experience each of following in week ending today?
Headache, stomach ache, reduced appetite, tiredness, problems falling asleep, heart palpitation
1,6

1,4

Mean of 6 ratings Scale 0 - 4 N=7

1,2

Girls

0,8

0,6

start

middle

end

Course objective: reduction of childrens symptoms of stress

Maladaptive Coping Strategies

p = .001 p = .002
2

p = .007
1,5

Scale 0 - 4 N=7
Passive avoidance Resignation Aggression

p = .004
1

0,5

0 start middle concert end

Course objective: reduce incidence of maladaptive coping strategies

Evaluation by pupils
The children liked the training accepted the content said they would recommend it to friends had the impression they learned a lot reported fewer unpleasant feelings than usual before and during the final concert

Conclusion
The course  was enjoyed and perceived as useful by teachers and pupils  improved theories of ability and patterns of attribution  reduced stress symptoms  reduced maladaptive coping strategies


can be integrated into everyday teaching

Further research


control group (with placebo training) separation of the different training modules modification for younger children