noorallah mohammadi; fateme bita
Abstract
kenny defines Music Performance Anxiety (MPA) as the maeked and constant anxiety of musicians about their performance which shows itself in combination of affective, cognitive, physical, and behavioral symptoms. The aim of this research was normalization Dianna T. kennys MPA questionnaire among Iranian ...
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kenny defines Music Performance Anxiety (MPA) as the maeked and constant anxiety of musicians about their performance which shows itself in combination of affective, cognitive, physical, and behavioral symptoms. The aim of this research was normalization Dianna T. kennys MPA questionnaire among Iranian sample. The descriptive-surveyial and correlation method was used in this research. In total 450 musicians, teachers and students, who have experienced stage-performance in two city, Mashhad and specially Shiraz, participated in this research and completed MPA questionnaire and Spielberger state-trait anxiety inventory (STAI). Convergent validity , internal consistency and factorial analysis methods have used in order to examination the validity and reliability MPA questionnaire. Finally The results showed: internal consistency in terms of Kronbakhs Alpha is 0/82 and concurrent validity with STAI is 0/16 which are significant in 0001/0 level. The results of factorial analysis also showed that this questionnaire has two factors which these two factors are able to explain 35/14 of the variance. This tow factors are called performance anxiety or shift attention and anxiety .According to these results, current research confirms and supports from reliability and validity of MPA questionnaire among Iranian sample and thus MPA questionnaire is applicable among Iranian society. Performance Anxiety – Music Performance Anxiety questionnaire- validity- reliability-factorial analysis مق
afroze bahramian; habib hadianfard; n mohamadi; changiz rahimi
Volume 3, Issue 11 , April 2013, , Pages 170-195
Abstract
Abstract
Objective: The present study aimed at the standardization of Bender Gestalt II for preschool andprimary school-children in Shiraz. The sample consisted of 473 girls and 427 boys aged 4 to 11 years who were selected using stratified random sampling from eight schools located in four education ...
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Abstract
Objective: The present study aimed at the standardization of Bender Gestalt II for preschool andprimary school-children in Shiraz. The sample consisted of 473 girls and 427 boys aged 4 to 11 years who were selected using stratified random sampling from eight schools located in four education districts of Shiraz.
Methods: Test-retest and split-half methods were used for studying the reliability of the test. To assess the validity of the test, four procedures were used, namely comparison of BG II and Bender-Gestalt test (Koppitz scoring system), comparison with Cancellation test, studying the performance of ADHD and LD children in BG II. In this regard, correlation coefficients were used for the first two procedures, and independent T was used for the last two procedures.
Results and Conclusion: The reliability coefficient obtained in copy phase was 0.94 and in recall phase was 0.76. The mean of split-half reliability coefficient for all age groups was 0.80. The results of validity assessment showed high validity of BG II for use in Iran, a fact suggesting that BG II can be used as a suitable assessment tool in the Iranian culture. A result of the standardization was that contrary to Koppitz's finding (1963), children's performance in BG II could be affected by cultural and social factors. In other words, children from higher cultural and social groups had a better performance compared to children from lower cultural and social groups. In this study, the performance of girls was significantly better than that of boys.
Abstract
Objective: The present study aimed at the standardization of Bender Gestalt II for preschool andprimary school-children in Shiraz. The sample consisted of 473 girls and 427 boys aged 4 to 11 years who were selected using stratified random sampling from eight schools located in four education districts of Shiraz.
Methods: Test-retest and split-half methods were used for studying the reliability of the test. To assess the validity of the test, four procedures were used, namely comparison of BG II and Bender-Gestalt test (Koppitz scoring system), comparison with Cancellation test, studying the performance of ADHD and LD children in BG II. In this regard, correlation coefficients were used for the first two procedures, and independent T was used for the last two procedures.
Results and Conclusion: The reliability coefficient obtained in copy phase was 0.94 and in recall phase was 0.76. The mean of split-half reliability coefficient for all age groups was 0.80. The results of validity assessment showed high validity of BG II for use in Iran, a fact suggesting that BG II can be used as a suitable assessment tool in the Iranian culture. A result of the standardization was that contrary to Koppitz's finding (1963), children's performance in BG II could be affected by cultural and social factors. In other words, children from higher cultural and social groups had a better performance compared to children from lower cultural and social groups. In this study, the performance of girls was significantly better than that of boys.
