Theatrical performance anxiety and stage fright: Psychometric evaluation and diagnostic validation of an observation scale for the pre-adolescent's teacher

PDF (ελληνικά)
Published: Dec 12, 2022
Updated: 2022-12-12
Versions:
2022-12-12 (2)
DOI: https://doi.org/10.12681/dial.27921
Keywords:
theatrical performance anxiety stage fright observation key psychometric evaluation diagnostic validation Mayfly optimization algorithm preadolescents
Konstantinos Mastrothanasis
University of Aegean, School of Education
https://orcid.org/0000-0002-8703-9607
Maria Kladaki
Πανεπιστήμιο Αιγαίου, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης
https://orcid.org/0000-0003-3146-6914
Abstract

The school theatrical performance promotes creative expression while serving multiple educational functions and artistic purposes. However, those who take part as actors in it face many difficulties that they have to overcome in order to support their role, which is a source of anxiety for them. In fact, some individuals feel uncomfortable on stage due to the stress created by their social exposure. As a result, the pedagogical function of the show becomes difficult. Although it is generally agreed that this kind of anxiety can work positively when it exists to such an extent that it motivates the person to function effectively, it is also accepted that exposure to overly stressful situations can have a negative impact on them. As a result, the monitoring of actors’ stress levels when on stage is considered crucial. The purpose of this paper is to present a tool for recording and evaluating the levels of performance anxiety of pre-adolescent students, while taking part in a theatrical performance. Observation data from 792 actors in school theatrical performances were used to achieve that goal. According to the results, a short, reliable, and valid observation diagnostic mechanism for teachers to detect dangerous levels of performance anxiety, while providing prevalence data for the phenomenon of stage fright, was created, through psychometric methods as well as computational intelligence techniques.

Article Details
  • Section
  • Scientific columns
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution Non-Commercial License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (preferably in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Downloads
Download data is not yet available.
Author Biography
Maria Kladaki, Πανεπιστήμιο Αιγαίου, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης

Επίκουρη Καθηγήτρια Π.Τ.Δ.Ε. Πανεπιστημίου Αιγαίου

References
Αυγουστάκη, Κ. (2011). Η μέτρηση των θετικών συναισθημάτων στον ελληνικό χώρο. Ψυχομετρικά Εργαλεία. Στο Α. Σταλίκας & Π. Μυτσκίδου (Επιμ.), Εισαγωγή στη θετική ψυχολογία (σσ. 195-230). Τόπος.
Αυδή, Ά., & Χατζηγεωργίου, Μ. (2007). Η τέχνη του δράματος στην εκπαίδευση. 48 προτάσεις για εργαστήρια θεατρικής αγωγής. Μεταίχμιο.
Aaron, S. (2013). Τρόμος επί σκηνής. Ίκαρος.
Alam, S., Dobbie, G., Koh, Y. S., Riddle, P., & Ur Rehman, S. (2014). Research on particle swarm optimization based clustering: A systematic review of literature and techniques. Swarm and Evolutionary Computation, 17, 1-13. https://doi.org/10.1016/J.SWEVO.2014.02.001
Ascenso, S., Perkins, R., & Williamon, A. (2018). Resounding meaning: A PERMA wellbeing profile of classical musicians. Frontiers in Psychology, 9, 1895. https://doi.org/10.3389/fpsyg.2018.01895
Ayearst, L., & Bagby, M. (2011). Evaluating the psychometric properties of psychological measures. In M. Antony & D. Barlow (Eds.), Handbook of assessment and treatment planning for psychological disorders (pp. 23-61). The Guilford Press.
Barnard, K., Broman-Fulks, J., Michael, K., Webb, R., & Zawilinski, L. (2011). The effects of physiological arousal on cognitive and psychomotor performance among individuals with high and low anxiety sensitivity. Anxiety, Stress, and Coping, 24(2), 201-216. https://doi.org/10.1080/10615806.2010.494328
Blöte, A. W., Kint, M. J. W., Miers, A. C., & Westenberg, P. M. (2009). The relation between public speaking anxiety and social anxiety: A review. Journal of Anxiety Disorders, 23(3), 305-313. https://doi.org/10.1016/J.JANXDIS.2008.11.007
Boucher, H., & Ryan, C. A. (2011). Performance stress and the very young musician. Journal of Research in Music Education, 58(4), 329-345. https://doi.org/10.1177/0022429410386965
Brennan, L. (2020). Stage fright in the actor. Routledge.
Γραμματάς, Θ. (2012). Η σχολική θεατρική παράσταση. Διάδραση.
Γραμματάς, Θ., & Τζαμαργιάς, Τ. (2011). Πολιτιστικές εκδηλώσεις στο σχολείο. Πρωτοβάθμια και δευτεροβάθμια εκπαίδευση. Διάδραση.
Cattell, R. B., & Scheier, I. H. (2016). The nature of anxiety: A review of thirteen multivariate analyses comprising 814 variables. Psychological Reports, 4(3), 351-388. https://doi.org/10.2466/PR0.1958.4.3.351
Ching, C. L., & Chan, V. L. (2020). Positive emotions, positive feelings and health: A life philosophy. Linguistics and Culture Review, 4(1), 1-14. https://doi.org/10.37028/LINGCURE.V4N1.16
Clevenger Jr, T. (1959). A synthesis of experimental research in stage fright. Quarterly Journal of Speech, 45(2), 134-145. https://doi.org/10.1080/00335635909385732
Corbett, B. A., Blain, S. D., Ioannou, S., & Balser, M. (2016). Changes in anxiety following a randomized control trial of a theatre-based intervention for youth with autism spectrum disorder: Autism, 21(3), 333-343. https://doi.org/10.1177/1362361316643623
Cornett, V., & Urhan, G. (2021). Performance anxiety experiences and coping techniques of Turkish music students and their teachers. International Journal of Music Education, 39(4), 504-519. https://doi.org/10.1177/02557614211005907
Ćosić, K., Popović, S., Šarlija, M., Kesedžić, I., & Jovanovic, T. (2020). Artificial intelligence in prediction of mental health disorders induced by the COVID-19 pandemic among health care workers. Croatian Medical Journal, 61(3), 279-288. https://doi.org/10.3325/cmj.2020.61.279
Cox, W. J., & Kenardy, J. (1993). Performance anxiety, social phobia, and setting effects in instrumental music students. Journal of Anxiety Disorders, 7(1), 49-60. https://doi.org/10.1016/0887-6185(93)90020-L
Craske, M. G., & Craig, K. D. (1984). Musical performance anxiety: The three-systems model and self-efficacy theory. Behaviour Research and Therapy, 22(3), 267-280. https://doi.org/10.1016/0005-7967(84)90007-X
Creswell, J. W., & Creswell, D. J. (2017). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage.
Davies, D. L., & Bouldin, D. W. (1979). A cluster separation measure. IEEE transactions on pattern analysis and machine intelligence, PAMI-1(2), 224-227. https://doi.org/10.1109/TPAMI.1979.4766909
Dempsey, E., & Comeau, G. (2019). Article music performance anxiety and self-efficacy in young musicians: Effects of gender and age. Music Performance Research, 9, 60-79.
Doğan, U., & Palanci, M. (2015). Music performance anxiety scale for high school students: Validity and reliability study. International Journal of Psychology and Educational Studies, 2(1), 9-17. https://doi.org/10.1177/0305735690182006
dos Santos, P. M., & Cirillo, M. Â. (2021). Construction of the average variance extracted index for construct validation in structural equation models with adaptive regressions. Communications in Statistics: Simulation and Computation, 1-13. https://doi.org/10.1080/03610918.2021.1888122
Egloff, B., & Schmukle, S. C. (2004). Gender differences in implicit and explicit anxiety measures. Personality and Individual Differences, 36(8), 1807-1815. https://doi.org/10.1016/j.paid.2003.07.002
Farrell, A. M. (2010). Insufficient discriminant validity: A comment on Bove, Pervan, Beatty, and Shiu (2009). Journal of Business Research, 63(3), 324-327. https://doi.org/10.1016/j.jbusres.2009.05.003
Fawcett, T. (2006). An introduction to ROC analysis. Pattern Recognition Letters, 27(8), 861-874. https://doi.org/10.1016/j.patrec.2005.10.010
Fernholz, I., Mumm, J. L. M., Plag, J., Noeres, K., Rotter, G., Willich, S. N., Ströhle, A., Berghöfer, A., & Schmidt, A. (2019). Performance anxiety in professional musicians: a systematic review on prevalence, risk factors and clinical treatment effects. Psychological Medicine, 49(14), 2287-2306. https://doi.org/10.1017/S0033291719001910
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50. https://doi.org/10.2307/3151312
Fountoulakis, K., Papadopoulou, M., Kleanthous, S., Papadopoulou, A., Bizeli, V., Nimatoudis, I., Iacovides, A., & Kaprinis, G. (2006). Reliability and psychometric properties of the Greek translation of the state-trait anxiety inventory form Y: Preliminary data. Annals of General Psychiatry, 5(1), 1-10. https://doi.org/10.1186/1744-859X-5-2
Ζερβουδάκης, Κ., & Μαστροθανάσης, Κ. (2020). Σχηματισμός μαθητικών ομάδων για εφαρμογές διαφοροποιημένης διδασκαλίας στα μαθηματικά με χρήση αλγορίθμου διαφορικής εξέλιξης. Στο Γ. Κουτρομάνος & Λ. Γαλάνη (Επιμ.), 6ο Πανελλήνιο Επιστημονικό Συνέδριο «Ένταξη και χρήση των ΤΠΕ στην Εκπαιδευτική Διαδικασία» (σσ. 560-569). Ε.Τ.Π.Ε. & Π.Τ.Δ.Ε. Ε.Κ.Π.Α.
Ζερβουδάκης, Κ., Μαστροθανάσης, Κ., & Καλοβρέκτης, Κ. (2019). Εξελικτικοί αλγόριθμοι βελτιστοποίησης για το πρόβλημα σχηματισμού μαθητικών ομάδων εξατομικευμένης διδασκαλίας στην εκπαίδευση. Εκπαίδευση & Επιστήμες, 2, 13-20.
Zervoudakis, K., Mastrothanasis, K., & Tsafarakis, S. (2019). Forming automatic groups of learners using particle swarm optimization for applications of differentiated instruction. Computer Applications in Engineering Education, 28(2), 282-292. https://doi.org/10.1002/cae.22191
Zervoudakis, K., & Tsafarakis, S. (2020). A mayfly optimization algorithm. Computers & Industrial Engineering, 145, 106559. https://doi.org/10.1016/J.CIE.2020.106559
Zou, K. H., Liu, A., Bandos, A. I., Ohno-Machado, L., & Rockette, H. E. (2011). Statistical evaluation of diagnostic performance. Chapman and Hall/CRC.
Zsido, A. N., Teleki, S. A., Csokasi, K., Rozsa, S., & Bandi, S. A. (2020). Development of the short version of the Spielberger state—trait anxiety inventory. Psychiatry Research, 291, 113223. https://doi.org/10.1016/J.PSYCHRES.2020.113223
Galante, A., & Thomson, R. I. (2017). The effectiveness of drama as an instructional approach for the development of second language oral fluency, comprehensibility, and accentedness. TESOL Quarterly, 51(1). https://doi.org/10.1002/tesq.290
Goldstein, J., & Flake, J. K. (2016). Towards a framework for the validation of early childhood assessment systems. Educational Assessment, Evaluation and Accountability, 28(3), 273-293. https://doi.org/10.1007/s11092-015-9231-8
Goodman, G. (2011). Actors and fear: The role of stage fright (Doctoral Dissertation). Fielding Graduate University.
Goodman, G., & Kaufman, J. (2014). Gremlins in my head: Predicting stage fright in elite actors. Empirical Studies of the Arts, 32(2), 133-148. https://doi.org/10.2190/EM.32.2.b
Guyon, A. J. A. A., Studer, R. K., Hildebrandt, H., Horsch, A., Nater, U. M., & Gomez, P. (2020). Music performance anxiety from the challenge and threat perspective: Psychophysiological and performance outcomes. BMC Psychology, 8(1), 1-13. https://doi.org/10.1186/s40359-020-00448-8
Hair, J., Black, W., Badin, B., & Anderson, R. (2010). Multivariate data analysis: A global perspective. Pearson.
Hair, J., Hult, T., Ringle, C., & Sarstedt, M. (2017). A primer on partial least squares structural equation modeling (PLS-SEM) (2nd ed.). Sage.
Hayes, A. F., & Coutts, J. J. (2020). Use omega rather than Cronbach’s alpha for estimating reliability. But… Communication Methods and Measures, 14(1), 1-24. https://doi.org/10.1080/19312458.2020.1718629
Horn, J. L. (1965). A rationale and test for the number of factors in factor analysis. Psychometrika, 30(2), 179-185. https://doi.org/10.1007/BF02289447
Ίσαρη, Φ., & Πουρκός, Μ. (2015). Ποιοτική μεθοδολογία έρευνας. Εφαρμογές στην ψυχολογία και στην εκπαίδευση. Σύνδεσμος Ελληνικών Ακαδημαϊκών Βιβλιοθηκών.
Jackson, J. M., & Latané, B. (1981). All alone in front of all those people: Stage fright as a function of number and type of co-performers and audience. Journal of Personality and Social Psychology, 40(1), 73-85. https://doi.org/10.1037/0022-3514.40.1.73
Kenny, D. (2011). The psychology of music performance anxiety. Oxford University Press.
Kenny, D., & Osborne, M. (2006). Music performance anxiety: New insights from young musicians. Advances in Cognitive Psychology, 2(2), 103-112. https://doi.org/10.2478/V10053-008-0049-5
Kenny, D., Davis, P., Oates, J. (2004). Music performance anxiety and occupational stress amongst opera chorus artists and their relationship with state and trait anxiety and perfectionism. Journal of Anxiety Disorders, 18, 757-777. https://doi.org/10.1016/j.janxdis.2003.09.004
Kiliç, E. Z., Kiliç, C., & Yilmaz, S. (2008). Is anxiety sensitivity a predictor of PTSD in children and adolescents? Journal of Psychosomatic Research, 65(1), 81-86. https://doi.org/10.1016/J.JPSYCHORES.2008.02.013
Kim, Y. (2005). Combined treatment of improvisation and desensitization to alleviate music performance anxiety in female college pianists: A pilot study. Medical Problems of Performing Artists, 20(1), 17-24. https://doi.org/10.21091/MPPA.2005.1004
Krzanowski, W. J., & Hand, D. J. (2009). ROC Curves for Continuous Data. In ROC Curves for Continuous Data. Chapman and Hall/CRC. https://doi.org/10.1201/9781439800225
Kusserow, M., Candia, V., Amft, O., Hildebrandt, H., Folkers, G., & Tröster, G. (2012). Monitoring stage fright outside the laboratory: An example in a professional musician using wearable sensors. Medical Problems of Performing Artists, 27(1), 21-30. https://doi.org/10.21091/mppa.2012.1005
Λαζαράτου, Ε., Αναγνωστόπουλος, Δ., Βλασσοπούλου, Μ., Χαρμπίλας, Δ., Ρότσικα, Β., Τσακανίκος, Ε., Τζαβάρα, Χ., & Δικαίος, Δ. (2013). Προγνωστικοί δείκτες και χαρακτηριστικά του άγχους μεταξύ των εφήβων μαθητών: Ένα ελληνικό δείγμα. Ψυχιατρική, 24, 27-36.
Λενακάκης, Α. (2014). Ο θεατροπαιδαγωγός: Το προφίλ ενός καινοτόμου εκπαιδευτικού. Στο Θ. Γραμματάς (Επιμ.), Το θέατρο στην εκπαίδευση. Καλλιτεχνική έκφραση και παιδαγωγία (σσ. 172-215). Διάδραση.
Λενακάκης, Α. (2015). Θεατροπαιδαγωγική και διαπολιτισμικότητα. Στο Κ. Μπίκος & Ε. Ταρατόρη (Επιμ.), Μελετήματα και ερωτήματα της παιδαγωγικής επιστήμης (σσ. 347-364). Κυριακίδης.
Λιάκος, Α., & Γιαννίτση, Σ. (1984). Η αξιοπιστία και η εγκυρότητα της τροποποιημένης ελληνικής κλίμακας άγχους του Spielberger. Εγκέφαλος, 21, 71-76.
Langendörfer, F., Hodapp, V., Kreutz, G., & Bongard, S. (2006). Personality and performance anxiety among professional orchestra musicians. Journal of Individual Differences, 27(3), 162-171. https://doi.org/10.1027/1614-0001.27.3.162
LeBlanc, A., Jin, Y. C., Obert, M., & Siivola, C. (1997). Effect of audience on music performance anxiety. Journal of Research in Music Education, 45(3), 480-496. https://doi.org/10.2307/3345541
Liljequist, L., & Renk, K. (2007). The relationships among teachers’ perceptions of student behaviour, teachers’ characteristics, and ratings of students’ emotional and behavioural problems. Educational Psychology, 27(4), 557-571. https://doi.org/10.1080/01443410601159944
Lim, S., & Jahng, S. (2019). Determining the number of factors using parallel analysis and its recent variants. Psychological Methods, 24(4), 452-467. https://doi.org/10.1037/MET0000230
Lyneham, H. J., Street, A. K., Abbott, M. J., & Rapee, R. M. (2008). Psychometric properties of the school anxiety scale-Teacher report (SAS-TR). Journal of Anxiety Disorders, 22(2), 292-300. https://doi.org/10.1016/J.JANXDIS.2007.02.001
Μαστροθανάσης, Κ. (2021). Ψυχομετρικές εκτιμήσεις της μακρόχρονης μνήμης του ανήλικου θεατή για θεατρικές παραγωγές με καλλιτεχνική στόχευση ανήλικο κοινό. Στο Θ. Γραμματάς & Σ. Παπαδόπουλος (Επιμ.), Ο χρόνος στο θέατρο. Θεατρική μνήμη ενός άχρονου παρόντος (σσ. 285-303). Παπαζήση.
Μαστροθανάσης, Κ., Ζερβουδάκης, Κ., & Κουλιανού, Μ. (2020). Ανίχνευση μαθησιακών δυσκολιών από εκπαιδευτικούς (Α.Μ.Δ.Ε.). Περιγραφή και αξιοποίηση μιας ψυχομετρικής κλίμακας για την διερεύνηση των μαθησιακών δυσκολιών. Εκπαίδευση & Επιστήμες, SI-1, 16-19.
Μαστροθανάσης, Κ., & Κλαδάκη, Μ. (2022). Η θεατρική παράσταση στο σχολείο: Διερεύνηση του παραστασιακού άγχους παιδιών ηλικίας 10-12 ετών. Στο Α. Σοφός, Μ. Χιονίδου-Μοσκοφόγλου, Μ. Σκουμιός, Ε. Φωκίδης, & Μ. Οικονομάκου (Επιμ.), Παιδαγωγική έρευνα στο Αιγαίο, Πρακτικά 6ης Ημερίδας Υποψήφιων Διδακτόρων (σσ. 20-39). Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Πανεπιστήμιο Αιγαίου.
Μαστροθανάσης, Κ., & Κλαδάκη, Μ. (2021). Ερευνητικός σχεδιασμός μεικτής μεθοδολογίας για την αξιολόγηση εφαρμογών θεάτρου αναγνωστών στη σχολική επάρκεια, την ψυχοκοινωνική προσαρμογή και τις μαθησιακές δυσκολίες δίγλωσσων αναγνωστών. Στο Α. Σοφός, Γ. Λιαράκου, Μ. Σκουμιός, & Ε. Φωκίδης (Επιμ.), Παιδαγωγική έρευνα στο Αιγαίο, Πρακτικά 5ης Ημερίδας Υποψήφιων Διδακτόρων (σσ. 143-165). Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Πανεπιστήμιο Αιγαίου.
MacCallum, R. C., Roznowski, M., Mar, C. M., & Reith, J. V. (1994). Alternative strategies for cross-validation of covariance structure models. Multivariate Behavioral Research, 29(1), 1-32. https://doi.org/10.1207/s15327906mbr2901_1
MacCallum, R. C., Widaman, K. F., Zhang, S., & Hong, S. (1999). Sample size in factor analysis. Psychological Methods, 4(1), 84-99. https://doi.org/10.1037/1082-989X.4.1.84
Macdonald, K. T., Cirino, P. T., Miciak, J., & Grills, A. E. (2021). The role of reading anxiety among struggling readers in fourth and fifth grade. Reading and Writing Quarterly, 37(4), 382-394. https://doi.org/10.1080/10573569.2021.1874580
Marteau, T. M., & Bekker, H. (1992). The development of a six-item short-form of the state scale of the Spielberger State—Trait Anxiety Inventory (STAI). British Journal of Clinical Psychology, 31(3), 301-306. https://doi.org/10.1111/J.2044-8260.1992.TB00997.X
Mastrothanasis, K., Zervoudakis, K., & Kladaki, M. (2021). Detecting high levels of stage fright at students using computational intelligence techniques. In I. Halilova & A. Amanzholova (Eds.), Full texts book (Vol. 1). 2nd International Hazar Scientific Researches Conference (pp. 570-584). Khazar University, IKSAD Global.
Merritt, L., Richards, A., & Davis, P. (2001). Performance anxiety: Loss of the spoken edge. Journal of Voice, 15(2), 257-269. https://doi.org/10.1016/S0892-1997(01)00026-1
Muris, P., Merckelbach, H., Ollendick, T., King, N., & Bogie, N. (2002). Three traditional and three new childhood anxiety questionnaires: their reliability and validity in a normal adolescent sample. Behaviour Research and Therapy, 40(7), 753-772. https://doi.org/10.1016/S0005-7967(01)00056-0
Nagel, J. J., Himle, D. P., & Papsdorf, J. D. (1989). Cognitive-behavioural treatment of musical performance anxiety. Psychology of Music, 17(1), 12-21. https://doi.org/10.1177/0305735689171002
Nanda, S. J., & Panda, G. (2014). A survey on nature inspired metaheuristic algorithms for partitional clustering. Swarm and Evolutionary Computation, 16, 1-18. https://doi.org/10.1016/J.SWEVO.2013.11.003
Nordin-Bates, S. (2012). Performance psychology in the performing arts. In S. Murphy (Ed.), The Oxford Handbook of Sport and Performance Psychology (pp. 81-114). Oxford University Press.
Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). McGraw-Hill.
Osborne, M. S., Kenny, D. T., & Holsomback, R. (2005). Assessment of music performance anxiety in late childhood: A validation study of the music performance anxiety inventory for adolescents (MPAI-A). International Journal of Stress Management, 12(4), 312-330. https://doi.org/10.1037/1072-5245.12.4.312
Παπαδόπουλος, Σ. (2010α). Θέατρο για παιδιά και νέους: Η παιδαγωγική αποστολή του. Στο Θ. Γραμματάς (Επιμ.), Στη xώρα του Τοτώρα. Θέατρο για ανήλικους θεατές (σσ. 77-106). Πατάκη.
Παπαδόπουλος, Σ. (2010β). Παιδαγωγική του θεάτρου. Αυτοέκδοση.
Παπακώστα, Α. (2016). Προγράμματα πολιτιστικών θεμάτων. Σύγχρονες προτεραιότητες, νέες προοπτικές. Στο Σ. Παπαδόπουλος (Επιμ.), Τέχνη και πολιτισμός στο σχολείο του 21ου αιώνα. Πρακτικά επιστημονικής διημερίδας (σσ. 125-142). Θαλής, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών.
Papageorgi, I. (2020). Prevalence and predictors of music performance anxiety in adolescent learners: Contributions of individual, task-related and environmental factors. Musicae Scientiae. https://doi.org/10.1177/1029864920923128
Papageorgi, I. (2021). Typologies of adolescent musicians and experiences of performance anxiety among instrumental learners. Frontiers in Psychology. https://doi.org/10.3389/FPSYG.2021.645993
Papageorgi, I., Creech, A., & Welch, G. (2013). Perceived performance anxiety in advanced musicians specializing in different musical genres. Psychology of Music, 41(1), 18-41. https://doi.org/10.1177/0305735611408995
Papageorgi, I., & Kopiez, R. (2018). Psychological and physiological aspects of learning to perform. In G. McPherson & G. Welch (Eds.), The Oxford Handbook of Music Education – Vocal, Instrumental, and Ensemble Learning and Teaching: An Oxford Handbook of Music Education (pp. 184-208). Oxford University Press.
Papageorgi, I., & Welch, G. (2020). “A Bed of Nails”: Professional musicians’ accounts of the experience of performance anxiety from a phenomenological perspective. Frontiers in Psychology, 11. https://doi.org/10.3389/FPSYG.2020.605422
Papakosta, A., Mastrothanasis, K., Andreou, A., & Blouti, I. (2020). Psychometric evaluation of recall and recognition tasks for the measurement of young spectators’ theatrical memory. Journal of Literary Education, 3, 177-199. https://doi.org/10.7203/JLE.3.14835
Papantoniou, G., Moraitou, D., Filippidou, D., Papantoniou, G., Moraitou, D., & Filippidou, D. (2011). Psychometric properties of the Greek version of the Test Anxiety Inventory. Psychology, 2(3), 241-247. https://doi.org/10.4236/PSYCH.2011.23038
Papay, J. P., & Hedl, J. J. (1978). Psychometric characteristics and norms for disadvantaged third and fourth grade children on the State-Trait Anxiety Inventory for Children. Journal of Abnormal Child Psychology, 6(1), 115-120. https://doi.org/10.1007/BF00915787
Papay, J. P., & Spielberger, C. D. (1986). Assessment of anxiety and achievement in kindergarten and first-and second-grade children. Journal of Abnormal Child Psychology, 14(2), 279-286. https://doi.org/10.1007/BF00915446
Pargman, D. (2006). Managing performance stress: Models and methods. Routledge.
Philippe, R. A., Kosirnik, C., Klumb, P. L., Guyon, A., Gomez, P., & Roten, F. C. von. (2021). The Kenny Music Performance Anxiety Inventory–Revised (K-MPAI-R): Validation of the French version. Psychology of Music. https://doi.org/10.1177/03057356211002642
Ployhart, R. E., & Ryan, A. M. (1998). Applicants’ reactions to the fairness of selection procedures: The effects of positive rule violations and time of measurement. Journal of Applied Psychology, 83, 3-16.
Psychountaki, M., Zervas, Y., Karteroliotis, K., & Spielberger, C. (2003). Reliability and validity of the Greek version of the STAIC. European Journal of Psychological Assessment, 19(2), 124-130. https://doi.org/10.1027//1015-5759.19.2.124
Qaddoura, R., Aljarah, I., Faris, H., & Mirjalili, S. (2021). A Grey Wolf-Based Clustering Algorithm for Medical Diagnosis Problems. In I. Aljarah, H. Faris, & S. Mirjalili (Eds.), Evolutionary Data Clustering: Algorithms and Applications. Algorithms for Intelligent Systems (pp. 73-87). Springer. https://doi.org/10.1007/978-981-33-4191-3_3
Raborn, A. W., Leite, W. L., & Marcoulides, K. M. (2020). A Comparison of Metaheuristic Optimization Algorithms for Scale Short-Form Development. Educational and Psychological Measurement, 80(5), 910-931. https://doi.org/10.1177/0013164420906600
Rajab, A., Zakaria, W. Z. W., Rahman, H. A., Hosni, A. D., & Hassani, S. (2012). Reading Anxiety among Second Language Learners. Procedia - Social and Behavioral Sciences, 66, 362-369. https://doi.org/10.1016/J.SBSPRO.2012.11.279
Raykov, T. (1997). Estimation of composite reliability for congeneric measures. Applied Psychological Measurement, 21(2), 173-184. https://doi.org/10.1177/01466216970212006
Reichardt, C. S., & Coleman, S. C. (2010). The Criteria for Convergent and Discriminant Validity in a Multitrait-Multimethod Matrix. Multivariate Behavioral Research, 30(4), 513-538. https://doi.org/10.1207/S15327906MBR3004_3
Robson, C., & McCartan, K. (2016). Real World Research (4th ed.). Wiley.
Rowe, A. D., & Fitness, J. (2018). Understanding the Role of Negative Emotions in Adult Learning and Achievement: A Social Functional Perspective. Behavioral Sciences, 8(2). https://doi.org/10.3390/BS8020027
Ryan, C. A. (2004). Gender differences in children’s experience of musical performance anxiety. Psychology of Music, 32(1), 89-103. http://dx.doi.org/10.1177/0305735604039284
Ryan, C. (2005). Experience of musical performance anxiety in elementary school children. International Journal of Stress Management, 12(4), 331-342. https://doi.org/10.1037/1072-5245.12.4.331
Σιδηροπούλου, Α. (2014). Ο σκηνοθέτης-δάσκαλος και η έμπνευση ως βάση της παιδαγωγικής διάστασης της παράστασης. Στο Θ. Γραμματάς (Επιμ.), Πάμμουσος Παιδαγωγία. Η παιδαγωγική του θεάτρου (σσ. 35-42). Ταξιδευτής.
Σταλίκας, Α., Τριλίβα, Σ., & Ρούσση, Π. (2012). Τα ψυχομετρικά εργαλεία στην Ελλάδα. Μια συλλογή και παρουσίαση των ερωτηματολογίων, δοκιμασιών και καταλόγων καταγραφής χαρακτηριστικών στον ελληνικό χώρο. Πεδίο.
Sadler, M. E., & Miller, C. J. (2010). Performance Anxiety: A Longitudinal Study of the Roles of Personality and Experience in Musicians. Social Psychological and Personality Science, 1(3), 280-287. https://doi.org/10.1177/1948550610370492
Şahin, M., & Aybek, E. (2019). Jamovi: An Easy to Use Statistical Software for the Social Scientists. International Journal of Assessment Tools in Education, 6(4), 670-692. https://doi.org/10.21449/IJATE.661803
Schmider, E., Ziegler, M., Danay, E., Beyer, L., & Bühner, M. (2010). Is It Really Robust? Reinvestigating the Robustness of ANOVA Against Violations of the Normal Distribution Assumption. Methodology. European Journal of Research Methods for the Behavioral and Social Sciences, 6(4), 147-151. https://doi.org/10.1027/1614-2241/A000016
Scott, S. (2017). Transitions and Transcendence of the Self: Stage Fright and the Paradox of Shy Performativity. Sociology, 51(4), 715-731. https://doi.org/10.1177/0038038515594093
Shatte, A. B. R., Hutchinson, D. M., & Teague, S. J. (2019). Machine learning in mental health: a scoping review of methods and applications. Psychological Medicine, 49(9), 1426-1448. https://doi.org/10.1017/S0033291719000151
Shepherd, S., & Wallis, M. (2008). Drama, theatre, performance. Routledge.
Sideridis, G. D., Antoniou, F., & Padeliadu, S. (2008). Teacher biases in the identification of learning disabilities: An application of the logistic multilevel model. Learning Disability Quarterly, 31(4), 199-209. https://doi.org/10.2307/25474652
Şimşek, G. G., & Noyan, F. (2013). McDonald’s ωt, Cronbach’s α, and Generalized θ for Composite Reliability of Common Factors Structures. Communications in Statistics - Simulation and Computation, 42(9), 2008-2025. https://doi.org/10.1080/03610918.2012.689062
Souroulla, A. V., Panayiotou, G., & Kokkinos, C. M. (2009). The role of the teacher in identifying learning disabilities: a study using the McCarney Learning Disability Evaluation Scale (LDES). Journal of Learning Disabilities, 42(6), 483-493. https://doi.org/10.1177/0022219409335217
Spielberger, C. (1966). Theory and research on anxiety. In C. Spielberger (Ed.), Anxiety and behavior (pp. 3-20). Academic Press Inc.
Spielberger, C., Edwards, C. D., Lushene, R., Montuori, G., & Platzek, D. (1973). State-Trait Anxiety Inventory for Children. Consulting Psychologists Press.
Steptoe, A., Malik, F., Pay, C., Pearson, P., Price, C., & Win, Z. (1995). The impact of stage fright on student actors. British Journal of Psychology, 86(1), 27-39. https://doi.org/10.1111/J.2044-8295.1995.TB02544.X
Streiner, D. L. (1994). Figuring Out Factors: The Use and Misuse of Factor Analysis: The Canadian Journal of Psychiatry, 39(3), 135-140. https://doi.org/10.1177/070674379403900303
Studer, R., Danuser, B., Hildebrandt, H., Arial, M., & Gomez, P. (2011). Hyperventilation complaints in music performance anxiety among classical music students. Journal of Psychosomatic Research, 70(6), 557-564. https://doi.org/10.1016/J.JPSYCHORES.2010.11.004
Studer, R., Gomez, P., Hildebrandt, H., Arial, M., & Danuser, B. (2011). Stage fright: Its experience as a problem and coping with it. International Archives of Occupational and Environmental Health, 84(7), 761-771. https://doi.org/10.1007/s00420-010-0608-1
Sulpizio, S., Spinelli, G., & Burani, C. (2015). Stress affects articulatory planning in reading aloud. Journal of Experimental Psychology: Human Perception and Performance, 41(2), 453-461. https://doi.org/10.1037/A0038714
Swets, J. A. (1996). Scientific psychology series. Signal detection theory and ROC analysis in psychology and diagnostics: Collected papers. Lawrence Erlbaum Associates, Inc.
Τσιάρας, Α. (2005). Το δράμα και το θέατρο στην εκπαίδευση. Παπούλιας.
Τσιάρας, Α. (2014). Η αναπτυξιακή διάσταση της διδακτικής του δράματος στην εκπαίδευση. Παπαζήση.
Τσιάρας, Α. (2017). Η ψυχοπαιδαγωγική της διδακτικής του θεάτρου στην εκπαίδευση. Σημειώσεις για το μάθημα. Αυτοέκδοση.
Τσιγγίλης, Ν. (2010). Βασικές έννοιες και εφαρμογή της μοντελοποίησης δομικών εξισώσεων στις κοινωνικές επιστήμες. Επιστημονική Επετηρίδα Ψυχολογικής Εταιρείας Βορείου Ελλάδας, 8, 1-35.
Thomson, P., & Jaque, S. V. (2017). Creativity and the Performing Artist: Behind the Mask. In Creativity and the Performing Artist: Behind the Mask. Academic Press Inc.
Turgeon, L., & Chartrand, É. (2003). Psychometric Properties Of The French Canadian Version Of The State-Trait Anxiety Inventory For Children. Educational and Psychological Measurement, 3(1), 174-185. https://doi.org/10.1177/0013164402239324
Yang, Y. (2017). Test anxiety analysis of Chinese college students in computer-based spoken English test. Educational Technology & Society, 20(2), 63-73. https://www.researchgate.net/publication/317027364_Test_anxiety_analysis_of_Chinese_college_students_in_computer-based_spoken_English_test
Yerkes, R., & Dodson, J. (1908). The relation of strength of stimulus to rapidity of habit-formation. Journal of Comparative Neurology and Psychology, 18(5), 459-482. https://doi.org/10.1002/CNE.920180503
Χατζηχρήστου, Χ., Πολυχρόνη, Φ., Μπεζεβέγκης, Η., & Μυλωνάς, Κ. (2007). Εργαλείο Ψυχοκοινωνικής Προσαρμογής παιδιών Προσχολικής και Σχολικής Ηλικίας. ΥΠΕΠΘ- ΕΠΕΑΕΚ.
Xia, Y., & Yang, Y. (2018). RMSEA, CFI, and TLI in structural equation modeling with ordered categorical data: The story they tell depends on the estimation methods. Behavior Research Methods, 51(1), 409-428. https://doi.org/10.3758/S13428-018-1055-2
Wesner, R. B., Noyes, R., & Davis, T. L. (1990). The occurence of performance anxiety among musicians. Journal of Affective Disorders, 18(3), 177-185. https://doi.org/10.1016/0165-0327(90)90034-6
Wetzel, E., Böhnke, J. R., & Brown, A. (2016). Response biases. In F. Long, D. Bartram, F. Cheung, K. Geiseinger, & D. Iliescu (Eds.), The ITC International Handbook of Testing and Assessment (pp. 349-363). Oxford University Press.
Wilson, G. (2002). Psychology for performing artists. Whurr Publishers.
Wilson, G., & Roland, D. (2002). Performance anxiety. In R. Parncutt & G. McPherson (Eds.), The Science and Psychology of Music Performance: Creative Strategies for Teaching and Learning (pp. 47-62). Oxford University Press.