Motivation and stress management Motivation and stress management training for children and teachers training for children and teachers

in music schoolsin music schools

Margit PainsiMargit PainsiRichard ParncuttRichard Parncutt

Department of Musicology University of Graz, Austria

Structure of presentationStructure of presentation

Approach and objectivesApproach and objectives Theoretical backgroundTheoretical background MethodMethod

- Participants- Participants- Measures- Measures- Course structure and content- Course structure and content

ResultsResults ConclusionConclusion Further researchFurther research

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 beliefs pupils’ subjective beliefs pupil-teacher interactionpupil-teacher interaction teachers’ feedback styleteachers’ feedback style

stress managementstress management

Project aim Project aim

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

Course objectivesCourse objectives

ImproveImprove pupils‘ achievement behavior:pupils‘ achievement behavior:

belief in malleability of their musical abilitybelief in malleability of their musical ability adaptive attributions adaptive attributions adaptive coping strategiesadaptive coping strategies

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

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, stable Maladaptive“ reactions attribute setbacks to global, stable factors (talent).factors (talent).

„„Adaptive“ reactions attribute setbacks to unstable, controllable Adaptive“ reactions attribute setbacks to unstable, controllable factors (lack of effort).factors (lack of effort).

• Attributions are predictive of these different reactions.• Manipulating people‘s attributions can create or alter these reactions.

„„Meaning System“ ApproachMeaning System“ ApproachDweckDweck undund LeggettLeggett (1988)(1988)

Implicit self-theories involve personal attributes such asImplicit self-theories involve personal attributes such as intelligence intelligence musical abilitymusical ability

Implicit theories Implicit theories motivational framework motivational framework meaning system meaning system attributionsattributions

Implicit self theories can be:•entity theories

• portray personal attribute as relatively fixed •incremental theories

• portray attribute as relatively malleable

People who hold an People who hold an entityentity theory … theory …

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

People who hold an People who hold an incrementalincremental theory … theory …

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

Influence of implicit self-theoriesInfluence of implicit self-theories

FAILURE

FAILURE

… is due to lack of ability

… is reason to try harder & develop new strategies

Coping StrategiesCoping StrategiesHampel et al. (2001)Hampel et al. (2001)

Recommendations to musicians based on psychological Recommendations to musicians based on psychological theory of coping and stress:theory of coping and stress:

PracticePractice

Problem-focused copingProblem-focused coping Monitoring the situation Monitoring the situation

“I try to figure out the problem”“I try to figure out the problem”

Positive self-instructionPositive self-instruction“I say to myself: I can make it”“I say to myself: I can make it”

Social supportSocial support“I ask for somebody's advice”“I ask for somebody's advice”

PerformancePerformance

Emotion-focused copingEmotion-focused coping

MinimizationMinimization“I say to myself: It isn’t serious”“I say to myself: It isn’t serious”

Distraction/recreationDistraction/recreation“I think about things that I like”“I think about things that I like”

– Passive AvoidancePassive Avoidance“I want to stay in bed”“I want to stay in bed”

– ResignationResignation“I want to give up”“I want to give up”

– AggressionAggression“I get into a bad temper”“I get into a bad temper”

Maladaptive copingMaladaptive coping

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

7 Girls, 3 Boys7 Girls, 3 Boys

Ages 12 to 14 Ages 12 to 14

5 Teachers5 Teachers

4 Men, 1 Woman4 Men, 1 Woman

Ages 27 to 39 Ages 27 to 39

Instruments Instruments Piano, Harmonica, Clarinet, Flute, Piano, Harmonica, Clarinet, Flute,

Percussion, TrumpetPercussion, Trumpet

Experience with instrumentExperience with instrument

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

5 take 5 take Individual lessonsIndividual lessons

5 learn in groups of 25 learn in groups of 2

Professional experience Professional experience

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

Number of pupilsNumber of pupils

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

Working hours/weekWorking hours/week

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

MeasuresMeasures

Teachers evaluation of pupilsTeachers evaluation of pupils

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

Self-regulation scale Self-regulation 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 and Coping questionnaire for children and adolescents (Hampel et al., 2001)adolescents (Hampel et al., 2001)

Implicit Theories of Musical Ability Scale for Implicit Theories of Musical Ability Scale for Children (modified after Dweck, 2001)Children (modified after Dweck, 2001)

Questionnaire goal choice items Questionnaire goal choice items (modified after Dweck, 2001)(modified after Dweck, 2001)

Self-regulation scale Self-regulation scale (Schwarzer et al., 1999)(Schwarzer et al., 1999)

Self-efficacy scale Self-efficacy scale (modified after Kümmel & Meier, 2003)(modified after Kümmel & 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 Scale Implicit Theories of Musical Ability Scale (modified after Dweck, 2001)(modified after Dweck, 2001)

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

Lesson diariesLesson diaries

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

Con

cert

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Course structure and content: Course structure and content: PupilsPupils

Sessions 1- 4Sessions 1- 4Reformulation 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 stress learning about the bodily processes that underlie stress becoming aware of those processesbecoming aware of those processesdiscriminating positive from negative processesdiscriminating positive from negative processes

Development of adaptive attribution patterns and coping strategiesDevelopment of adaptive attribution patterns and coping strategiespractising cognitive strategiespractising cognitive strategiespractising relaxation techniques practising relaxation techniques

SessionsSessions 5 - 85 - 8Transfer to everyday musical activitiesTransfer to everyday musical activities

modeling 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 techniques applying relaxation techniques

Training schedule: TeachersTraining schedule: Teachers

Training (in weeks) Follow up

1 2 3 4 5 6 7 8 9 6 months

Ses

sion

1

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sion

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Con

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Course structure and content: Course structure and content: TeachersTeachers

Session 1Session 1BackgroundBackground

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

Incorporation into teaching Incorporation into teaching - - differentiation between feedback that promotes motivation and self- differentiation between feedback that promotes motivation and self- worth worth -- building of an individual vocabulary for giving achievement feedback building of an individual vocabulary for giving achievement feedback

SessionSession 22Discussion and debriefing Discussion and debriefing

- - analysis of teachers’ lesson diariesanalysis of teachers’ lesson diaries -- comparison with pupils’ perception of feedback comparison with pupils’ perception of feedback -- discussion of possible improvements discussion of possible improvements

Implicit Theory of Musical AbilityImplicit Theory of Musical Ability

1

1,2

1,4

1,6

1,8

2

start middle end

Girls

Scale 0 - 5N = 7

p = .029

Course objective: encourage theory of malleable ability

Th

eory

of

a f

ixed

a

bilit

y

Th

eory

of a

m

alle

ab

le

abi

lity

Marisa: Attribution of Marisa: Attribution of SuccessSuccess

0

0,8

1,6

2,4

3,2

4

Ability Effort Luck TaskDifficulty

start

middle

concert

end

Scale 0 - 4

Course objective: encourage internal and discourage external attributions

Marisa: Attribution of Marisa: Attribution of FailureFailure

0

0,8

1,6

2,4

3,2

4

Ability Effort Luck TaskDifficulty

start

middle

end

Course objective: ecourage attribution to effort

Scale 0 - 4

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 ratingsScale 0 - 4N = 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 StrategiesMaladaptive Coping Strategies

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 - 4N = 7

Evaluation by pupilsEvaluation by pupils

The children The children

… … liked the trainingliked the training

… … accepted the contentaccepted the content

… … said they would recommend it to friendssaid they would recommend it to friends

… … had the impression they learned a lothad 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

ConclusionConclusion

The courseThe course was enjoyed and perceived as useful by was enjoyed and perceived as useful by

teachers and pupilsteachers and pupils improved theories of ability and patterns of improved theories of ability and patterns of

attributionattribution reduced stress symptomsreduced stress symptoms reduced maladaptive coping strategiesreduced maladaptive coping strategies can be integratedcan be integrated into everyday teachinginto everyday teaching

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 children modification for younger children