An Exploratory Study of Music Teachers' Flow Experiences between Performing and Teaching Music

Autor/in	Kang, Sangmi
Titel	An Exploratory Study of Music Teachers' Flow Experiences between Performing and Teaching Music
Quelle	In: Journal of Research in Music Education, 70 (2023) 4, S.407-424 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kang, Sangmi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4294
DOI	10.1177/00224294221099833
Schlagwörter	Music Teachers; Musicians; Music Education; Performance; Psychological Patterns; Cognitive Processes; Skills; Difficulty Level; Feedback (Response) + Suchen Sie Ihr Suchwort? Music; Teacher; Teachers; Musiklehrer; Musiker; Musikerziehung; Achievement; Leistung; Cognitive process; Kognitiver Prozess; Skill; Fertigkeit; Schwierigkeitsgrad
Abstract	The purpose of this study was to examine music teachers' experiences with flow while performing and teaching music. A model with four flow antecedents (Challenge, Skills, Goal Clarity, and Feedback) and three dimensions of flow state (Absorption, Enjoyment, and Intrinsic Motivation) was adopted to investigate music teachers' flow experiences in performing and teaching. Two hundred twenty-five music teachers completed the Flow in Music Performing and Teaching Scale, modified from Buil et al. The analyses revealed that the four flow antecedents in the proposed model explained a substantial amount of variance in music teachers' flow state for both performing and teaching music settings (54.0% in performing, 34.7% in teaching). Participants' open-ended descriptions of flow were also collected to further explore music teachers' personal experiences with flow. The open-ended descriptions revealed that music teachers cited topics pertaining to Challenge, Skills, Absorption, Enjoyment, and Flow Disruptor when describing flow in performance. In contrast, they tended to cite topics pertaining to Feedback, Goal Clarity, and Group Flow when describing flow in teaching. Because Feedback and Goal Clarity appeared to be more closely associated with flow in teaching, executing lesson plans to accomplish goals while flexibly responding to students' spontaneous feedback may elicit flow for teaching. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01