Title Page

Abstract

Contents

Abbreviations 14

I. Introduction 15

1. Research Necessity 15

2. Research Purpose and Research Questions 19

II. Theoretical Background 20

1. Music Performance Anxiety 20

1) Definition of Music Performance Anxiety 20

2) Structure of Music Performance Anxiety 22

3) Prevalence of Music Performance Anxiety 24

4) Development and Risk Factors of Music Performance Anxiety 28

5) The Effects of Music Performance Anxiety 37

2. Teacher Support 45

1) Definition of Teacher Support 45

2) Structure of Teacher Support 46

3) Related Researches on Teacher Support 47

3. Self-efficacy 52

1) Definition of Self-efficacy 52

2) Structure of Self-efficacy 54

3) Sources and Influencing Factors of Self-efficacy 56

4) The Role of Self-efficacy 60

4. Relationship among Teacher Support, Self-efficacy and Music Performance Anxiety 64

1) Relationship between Teacher Support and Music Performance Anxiety 64

2) Relationship between Teacher Support and Self-efficacy 65

3) Relationship between Self-efficacy and Music Performance Anxiety 68

III. Method 71

1. Research Model and Hypothesis 71

2. Participants 73

3. Instruments 74

1) Perceived Teacher Needs Support Scale 74

2) Music Performance Self-efficacy Scale 76

3) Kenny Music Performance Anxiety Inventory 77

4. Procedure 79

1) Preliminary Research 79

2) Formal Research 83

5. Data Analysis 84

IV. Results and Discussion 87

1. Descriptive Statistics and Discussion on the Average Levels and Distributional Tendencies of Teacher Support, Self-efficacy and Music Performance Anxiety 87

2. Analysis and Discussion on Demographic and Educational Variables about Teacher Support, Self-efficacy and Music Performance Anxiety 91

1) Analysis and Discussion on Demographic and Educational Variables about Teacher Support 91

2) Analysis and Discussion on Demographic and Educational Variables about Self-efficacy 96

3) Analysis and Discussion on Demographic and Educational Variables about Music Performance Anxiety 100

3. Correlation Analysis and Discussion on the relationship among Teacher Support, Self-efficacy and Music Performance Anxiety 105

4. Regression Analysis and Discussion on the effect of independent variables on dependent variables 108

1) Effect of Teacher Support on Music Performance Anxiety 108

2) Effect of Teacher Support on Self-efficacy 110

3) Effect of Self-efficacy on Music Performance Anxiety 111

5. Analysis and Discussion on the Mediating Effect of Self-efficacy between Teacher Support and Music Performance Anxiety 113

1) Model Construction and Model Fit 113

2) Path Analysis and Discussion 114

3) Mediating Effect Test Results and Discussion 117

V. Conclusion 123

1. Conclusion 123

2. Suggestions 124

3. Limitations 126

References 128

Appendix 149

국문초록[원문불량;p.141] 153

〈Table 1〉 Approaches toward Musical Self-efficacy 57

〈Table 2〉 Characteristics of the Three Types of MPA 70

〈Table 3〉 Demographic Characteristics of the Participants 74

〈Table 4〉 KMO and Bartlett's Test for PTNSS in the Pre-test 80

〈Table 6〉 KMO and Bartlett's Test for MPSS in the Pre-test 81

〈Table 7〉 Rotated Component Matrix of MPSS in the Pre-test 81

〈Table 8〉 KMO and Bartlett's Test for K-MPAI in the Pre-test 81

〈Table 9〉 Rotated Component Matrix of K-MPAI in the Pre-test 82

〈Table 10〉 The Reliability Index of Main Variables in the Pre-test 82

〈Table 11〉 The Reliability and Validity Indexes of Main Variables in the Formal Research 84

〈Table 12〉 Descriptive Statistics of Main Variables 87

〈Table 13〉 The t-Test Results on Gender of Teacher Support 92

〈Table 14〉 The t-Test Results on Institution of Teacher Support 93

〈Table 15〉 The t-Test Results on Major of Teacher Support 94

〈Table 16〉 The ANOVA Test Results on Length of Time Studied of Teacher Support 94

〈Table 17〉 The ANOVA Test Results on Daily Practice Duration of Teacher Support 95

〈Table 18〉 The t-Test Results on Gender of Self-efficacy 96

〈Table 19〉 The t-Test Results on Institution of Self-efficacy 97

〈Table 20〉 The t-Test Results on Major of Self-efficacy 98

〈Table 21〉 The ANOVA Test Results on Length of Time Studied of Self-efficacy 99

〈Table 22〉 The ANOVA Test Results on Daily Practice Duration of Self-efficacy 99

〈Table 23〉 The t-Test Results on Gender of MPA 100

〈Table 24〉 The t-Test Results on Institution of MPA 101

〈Table 25〉 The t-Test Results on Major of MPA 102

〈Table 26〉 The ANOVA Test Results on Length of Time Studied of MPA 103

〈Table 27〉 The ANOVA Test Results on Daily Practice Duration of MPA 104

〈Table 28〉 Correlations among Teacher Support, Self-efficacy and MPA 105

〈Table 29〉 Correlations between the Sub-dimensions of Main Variables 106

〈Table 30〉 Effect of Teacher Support on MPA 108

〈Table 31〉 Effect of Teacher Support on Self-efficacy 110

〈Table 32〉 Effect of Self-efficacy on MPA 111

〈Table 33〉 Goodness-of-fit Test of Structural Equation Model 114

〈Table 34〉 Path Coefficient Estimation of Structural Equation Model 115

〈Table 35〉 Standardized Indirect, Direct, and Total Effects 118

〈Table 36〉 Adoption Results of the Hypothesis 122

[Figure 1] The Hebb Version of the Yerkes-Dodson Law 38

[Figure 2] The Original Version of Yerkes-Dodson Law 38

[Figure 3] The Performance-Stress Model 43

[Figure 4] Hypothesized Model 49

[Figure 5] Influence of Self-efficacy on Achievement 63

[Figure 6] Transforming Debilitating Anxiety into Facilitating Anxiety 64

[Figure 7] Model of Links among Self-efficacy, MPA, Boost and Performance 69

[Figure 8] Model of Links among Teacher Support, Self-efficacy and MPA 71

[Figure 9] Curvilinear Regression of Teacher Support and MPA 109

[Figure 10] Curvilinear Regression of Teacher Support and Self-efficacy 110

[Figure 11] Curvilinear Regression of Self-efficacy and MPA 112

[Figure 12] Path Diagram of Structural Equation Model 113

[Figure 13] Standardization Coefficient Diagram of Structural Model 115