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

Approach to training specifically for music education specifically for music education modular course structure modular course structure  motivation (attributions, self beliefs)  pupils’ subjective beliefs  pupil-teacher interaction  teachers’ feedback style  stress management

Project aim Evaluate a course to train motivation and stress management strategies 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:  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 people‘s attributions can create or alter these reactions.

„Meaning System“ Approach DweckundLeggett(1988) „Meaning System“ Approach Dweck und Leggett (1988) Implicit self-theories involve personal attributes such as  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

People who hold an entity theory … … want to demonstrate that they have sufficient musical talent … want praise, dislike criticism People who hold an incremental theory … … want to increase their ability … concentrate on cultivating their ability through effort Influence of implicit self-theories FAILURE … is due to lack of ability … 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 Problem-focused coping Monitoring the situation “I try to figure out the problem” Monitoring the situation “I try to figure out the problem” Positive self-instruction “I say to myself: I can make it” Positive self-instruction “I say to myself: I can make it” Social support “I ask for somebody's advice” Social support “I ask for somebody's advice” Performance Emotion-focused coping Minimization “I say to myself: It isn’t serious” Minimization “I say to myself: It isn’t serious” Distraction/recreation “I think about things that I like” Distraction/recreation “I think about things that I like” –Passive Avoidance “I want to stay in bed” –Resignation “I want to give up” –Aggression “I get into a bad temper” Maladaptive coping

Participants 10 Pupils (2 Groups) 7 Girls, 3 Boys 7 Girls, 3 Boys Ages 12 to 14 Ages 12 to 14 5 Teachers 4 Men, 1 Woman Ages 27 to 39 Instruments Piano, Harmonica, Clarinet, Flute, Percussion, Trumpet Experience with instrument M=3.8 years (SD=1.6) 5 take Individual lessons 5 learn in groups of 2 Professional experience M=11 years (SD=4) Number of pupils M=36 (SD=5) Working hours/week M=25 (SD=7)

Measures Teachers evaluation of pupils Attribution Questionnaire (Painsi, 2003) Self-regulation scale (modified after Schwarzer et al., 1999) 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) Self-regulation scale (Schwarzer et al., 1999) Self-efficacy scale (modified after Kümmel & 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 (Schwarzer et al., 1999) Lesson diaries

Trainingschedule: Pupils Training schedule: Pupils Week numberFollow up months Sessions 1 to 4Sessions 5 to 8 Concert data collection 1data collection 2 data collection 5 data collection 3 right after concert data collection 4 3 days after concert

Course structure and content: Pupils Sessions 1- 4 Reformulation 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 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 Training (in weeks)Follow up months Session 1Session 2 Concert data collection 1data collection 2 data collection 3 3 days after concert data collection 4

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 self- worth - 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 Scale N = 7 p =.029 Course objective: encourage theory of malleable ability Theory of a fixed ability Theory of a malleable ability

Marisa: Attribution of Success Scale Course objective: encourage internal and discourage external attributions

Marisa: Attribution of Failure Course objective: ecourage attribution to effort Scale 0 - 4

Physical symptoms of stress Mean of 6 ratings Scale N = 7 How often did you experience each of following in week ending today? Headache, stomach ache, reduced appetite, tiredness, problems falling asleep, heart palpitation Course objective: reduction of childrens’ symptoms of stress

Maladaptive Coping Strategies Course objective: reduce incidence of maladaptive coping strategies p =.001 p =.002 p =.004 p =.007 Scale N = 7

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 was enjoyed and perceived as useful by teachers and pupils improved theories of ability and patterns of attribution improved theories of ability and patterns of attribution reduced stress symptoms reduced stress symptoms reduced maladaptive coping strategies reduced maladaptive coping strategies can be integrated into everyday teaching can be integrated into everyday teaching

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