A Comparison of Self-Reported Anxiety and Depression among Undergraduate Music Majors and Nonmusic Majors

Autor/in	Gilbert, Danni
Titel	A Comparison of Self-Reported Anxiety and Depression among Undergraduate Music Majors and Nonmusic Majors
Quelle	In: Journal of Music Teacher Education, 30 (2021) 3, S.69-83 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gilbert, Danni)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-0837
DOI	10.1177/10570837211021048
Schlagwörter	Undergraduate Students; Student Attitudes; Music Education; Depression (Psychology); Anxiety; Mental Health; Measurement Techniques; College Faculty; Majors (Students); Nonmajors; Correlation; Music Teachers; Teacher Education Programs; Burnout; Stress Variables; Socialization; Teacher Educators; Personality Traits; Daily Living Skills + Suchen Sie Ihr Suchwort? Schülerverhalten; Musikerziehung; Angst; Psychohygiene; Messtechnik; Fakultät; Korrelation; Music; Teacher; Teachers; Musiklehrer; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Socialisation; Sozialisation; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Alltagsfertigkeit
Abstract	The purpose of this exploratory research study was to compare anxiety and depression levels reported by music majors and nonmajors at a small, private liberal arts university. Study participants completed the Burns Anxiety Inventory and Burns Depression Checklist. Anxiety and depression levels were significantly higher among music majors, and there was a strong, positive relationship between anxiety and depression. Regardless of major, self-reports were not affected by year in school. Implications for additional mental health resources and strategies for improving music major health and self-care are discussed, along with a need for increased music faculty awareness of perceived anxiety and depression leading to modified programs of study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01