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Motivation and stress managementMotivation and stress managementtraining for children and teacherstraining for children and teachers

in music schoolsin music schools

Margit PainsiMargit Painsi

Richard ParncuttRichard Parncutt

Department of Musicology

University of Graz, Austria


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Structure of presentationStructure of presentation

Approach and objectivesApproach and objectives

Theoretical backgroundTheoretical background

MethodMethod

-- ParticipantsParticipants-- MeasuresMeasures

-- Course structure and contentCourse structure and content

ResultsResults ConclusionConclusion

Further researchFurther research


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Approach to trainingApproach to training

specifically for music educationspecifically for music education

modular course structuremodular course structure

motivation (attributions, self beliefs)motivation (attributions, self beliefs) pupils subjective beliefspupils subjective beliefs

pupilpupil--teacher interactionteacher interaction

teachers feedback styleteachers feedback style

stress managementstress management


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Project aimProject aim

Evaluate a course to train motivation andEvaluate a course to train motivation and

stress management strategiesstress management strategies

impact on pupils achievement behaviorimpact on pupils achievement behavior

practicabilitypracticability

acceptance by teachers and pupilsacceptance by teachers and pupils


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Course objectivesCourse objectives

ImproveImprove

pupils achievement behavior:pupils achievement behavior:

belief in malleability of their musical abilitybelief in malleability of their musical ability adaptive attributionsadaptive attributions

adaptive coping strategiesadaptive coping strategies

pupilpupil--teacher interaction:teacher interaction:

teachers: diverse, appropriate feedbackteachers: diverse, appropriate feedback

pupils: positive response to feedbackpupils: positive response to feedback


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Theory of attributionTheory of attributionWeiner (1979, 1985)Weiner (1979, 1985)

Seligman et al. (1975, 1978)Seligman et al. (1975, 1978)

Dweck et al. (1975, 1980)Dweck et al. (1975, 1980)

Maladaptive reactions attribute setbacks to global, stableMaladaptive reactions attribute setbacks to global, stablefactors (talent).factors (talent).

Adaptive reactions attribute setbacks to unstable, controllableAdaptive reactions attribute setbacks to unstable, controllable

factors (lack of effort).factors (lack of effort).

Attributions are predictive of these different reactions.

Manipulating peoples attributions can create or alter these

reactions.


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MeaningSystemApproachMeaningSystemApproachDweckDweck undund LeggettLeggett (1988)(1988)

Implicit selfImplicit self--theories involve personal attributes such astheories involve personal attributes such as

intelligenceintelligence

musical abilitymusical ability

Implicit theoriesImplicit theories motivational frameworkmotivational framework meaning systemmeaning system attributionsattributions

Implicit self theories can be:

entity theories

portray personal attribute as relatively fixed

incremental theories

portray attribute as relatively malleable


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People who hold anPeople who hold an entityentity theory theory

want to demonstrate that they have sufficient musical talent want to demonstrate that they have sufficient musical talent want praise, dislike criticism want praise, dislike criticism

People who hold anPeople who hold an incrementalincremental theory theory

want to increase their ability want to increase their ability concentrate on cultivating their ability through effort concentrate on cultivating their ability through effort

Influence of implicit selfInfluence of implicit self--theoriestheories

FAILURE

FAILURE

is due to lack of ability

is reason to try harder & develop new strategies


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CopingStrategiesCopingStrategiesHampel et al. (2001)Hampel et al. (2001)

Recommendations to musicians based on psychologicalRecommendations to musicians based on psychological

theory of coping and stress:theory of coping and stress:PracticePractice

ProblemProblem--focused copingfocused coping

Monitoring the situationMonitoring the situationI try to figure out the problemI try to figure out the problem

Positive selfPositive self--instructioninstructionI say to myself: I can make itI say to myself: I can make it

Social supportSocial supportI ask for somebody's adviceI ask for somebody's advice

PerformancePerformance

EmotionEmotion--focused copingfocused coping

MinimizationMinimization

I say to myself: It isnt seriousI say to myself: It isnt serious

Distraction/recreationDistraction/recreation

I think about things that I likeI think about things that I like

P

assive AvoidanceP

assive AvoidanceI want to stay in bedI want to stay in bed

ResignationResignationI want to give upI want to give up

AggressionAggression

I get into a bad temperI get into a bad temper

Maladaptive copingMaladaptive coping


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ParticipantsParticipants10 Pupils (2 Groups)10 Pupils (2 Groups)

7 Girls, 3 Boys7 Girls, 3 Boys

Ages 12 to 14Ages 12 to 14

5 Teachers5 Teachers

4 Men, 1 Woman4 Men, 1 Woman

Ages 27 to 39Ages 27 to 39

InstrumentsInstrumentsPiano, Harmonica, Clarinet, Flute,Piano, Harmonica, Clarinet, Flute,

Percussion, TrumpetPercussion, Trumpet

Experience with instrumentExperience with instrument

M=3.8 yearsM=3.8 years (SD=1.6)(SD=1.6)

5 take5 take Individual lessonsIndividual lessons

5 learn in groups of 25 learn in groups of 2

Professional experienceProfessional experience

M=11 yearsM=11 years (SD=4)(SD=4)

Number of pupilsNumber of pupils

M=36M=36 (SD=5)(SD=5)

Working hours/weekWorking hours/week

M=25M=25 (SD=7)(SD=7)


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MeasuresMeasures

Teachers evaluation ofpupilsTeachers evaluation ofpupils

Attribution Questionnaire (Painsi, 2003)Attribution Questionnaire (Painsi, 2003)

SelfSelf--regulation scaleregulation scale

(modified after Schwarzer et al., 1999)(modified after Schwarzer et al., 1999)

PupilsPupils

Attribution questionnaire (Painsi, 2003)Attribution questionnaire (Painsi, 2003)

Coping questionnaire for children andCoping questionnaire for children and

adolescents (Hampel et al., 2001)adolescents (Hampel et al., 2001)

Implicit Theories of Musical Ability Scale forImplicit Theories of Musical Ability Scale for

Children (modified after Dweck, 2001)Children (modified after Dweck, 2001)

Questionnaire goal choice itemsQuestionnaire goal choice items

(modified after Dweck, 2001)(modified after Dweck, 2001)

SelfSelf--regulation scaleregulation scale(Schwarzer et al., 1999)(Schwarzer et al., 1999)

SelfSelf--efficacy scaleefficacy scale

(modified after Kmmel & Meier, 2003)(modified after Kmmel & Meier, 2003)

Lesson diariesLesson diaries

Stress management diariesStress management diaries

Teachers (self evaluation)Teachers (self evaluation)

Risk Score (Kallus et al., 2001)Risk Score (Kallus et al., 2001)

Implicit Theories of Musical Ability ScaleImplicit Theories of Musical Ability Scale

(modified after Dweck, 2001)(modified after Dweck, 2001)

Teacher selfTeacher self--efficacy scaleefficacy scale(Schwarzer et al., 1999)(Schwarzer et al., 1999)

Lesson diariesLesson diaries


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TrainingTraining schedule: Pupilsschedule: Pupils

Week number Follow up

1 2 3 4 5 6 7 8 9 6 months

Sessions 1 to 4 Sessions 5 to 8

C

oncert


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Course structure and content:Course structure and content:

Pupils

PupilsSessions 1Sessions 1-- 44

Reformulation of attribution patterns; reinterpretation of stressful eventsReformulation of attribution patterns; reinterpretation of stressful events

exploration of individual experiences and perceptionsexploration of individual experiences and perceptionslearning about the bodily processes that underlie stresslearning about the bodily processes that underlie stress

becoming aware of those processesbecoming aware of those processes

discriminating positive from negative processesdiscriminating positive from negative processesDevelopment of adaptive attribution patterns and coping strategiesDevelopment of adaptive attribution patterns and coping strategies

practising cognitive strategiespractising cognitive strategiespractising relaxation techniquespractising relaxation techniques

Sessions

Sessions

55

-- 88Transfer to everyday musical activitiesTransfer to everyday musical activitiesmodeling behavior (e.g. role play)modeling behavior (e.g. role play)

keeping a diary of stressful situations and coping behaviorskeeping a diary of stressful situations and coping behaviorsapplying relaxation techniquesapplying relaxation techniques


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Training schedule: TeachersTraining schedule: Teachers

Training (in weeks) Follow up

1 2 3 4 5 6 7 8 9 6 months

Se

ssion

1

Se

ssion

2

C

oncert


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Course structure and content:Course structure and content:

Teachers

TeachersSession 1Session 1

BackgroundBackground

--theories of attribution, stress management, self belieftheories of attribution, stress management, self belief

Incorporation into teachingIncorporation into teaching--differentiation between feedback that promotes motivation and selfdifferentiation between feedback that promotes motivation and self--

worthworth--building of an individual vocabulary for giving achievement feedbackbuilding of an individual vocabulary for giving achievement feedback

SessionSession 22

Discussion and debriefingDiscussion and debriefing--analysis of teachers lesson diariesanalysis of teachers lesson diaries--comparison with pupils perception of feedbackcomparison with pupils perception of feedback-- discussion of possible improvementsdiscussion of possible improvements


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ImplicitTheory of MusicalAbilityImplicitTheory of MusicalAbility

1

1,2

1,4

1,6

1,8

2

start middle end

Girls

Scale 0 - 5

N = 7

p = .029

Course objective: encourage theory of malleable ability

Theoryofa

fixed

ability

The

oryofa

ma

lleable

a

bility


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Marisa: Attribution ofMarisa: Attribution ofSuccessSuccess

0

0,8

1,6

2,4

3,2

4

Ability Effort Luck Task

Difficulty

startmiddle

concert

end

Scale 0 - 4

Course objective: encourage internal and discourage external attributions


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Marisa: Attribution ofMarisa: Attribution of FailureFailure

0

0,8

1,6

2,4

3,2

4

Ability Effort Luck Task

Difficulty

startmiddle

end

Course objective: ecourage attribution to effort

Scale 0 - 4


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Physical symptoms of stressPhysical symptoms of stress

0,6

0,8

1

1,2

1,4

1,6

start middle end

Girls

Mean of 6 ratings

Scale 0 - 4

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


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Maladaptive CopingStrategiesMaladaptive CopingStrategies

0

0,5

1

1,5

2

start middle concert end

Passive avoidance

Resignation

Aggression

Course objective: reduce incidence of maladaptive coping strategies

p = .001

p = .002

p = .004

p = .007Scale 0 - 4

N = 7


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Evaluation by pupilsEvaluation by pupils

The childrenThe children

liked the training liked the training

accepted the content accepted the content said they would recommend it to friends said they would recommend it to friends

had the impression they learned a lot had the impression they learned a lot

reported fewer unpleasant feelings than reported fewer unpleasant feelings than

usual before and during the final concertusual before and during the final concert


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ConclusionConclusion

The courseThe course

was enjoyed and perceived as useful bywas enjoyed and perceived as useful by

teachers and pupilsteachers and pupils

improved theories of ability and patterns ofimproved theories of ability and patterns ofattributionattribution

reduced stress symptomsreduced stress symptoms

reduced maladaptive coping strategiesreduced maladaptive coping strategies

can be integratedcan be integrated into everyday teachinginto everyday teaching


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Further researchFurther research

control group (with placebo training)control group (with placebo training)

separation of the different training modulesseparation of the different training modules

modification for younger childrenmodification for younger children

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