Ioulia Papageorgi
Biographic Data
| ID | 3537284 |
|---|---|
| NAME | Ioulia Papageorgi |
| GIVEN NAMES | Ioulia |
| FAMILY NAME | Papageorgi |
| SIGNATURE | PAPAGEORGI I |
| AFFILIATIONS | University of Nicosia |
| ORCID | 0000-0001-8566-2457 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 21 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Are There Gender Differences in Instrumental Music Practice?
This research aimed to consider whether there were gender differences in the amount of practice undertaken by boys and girls, the practice strategies adopted and motivation to practise. A sample of 2027 girls and 1225 boys aged 6–19 years, ranging in level of expertise from beginner through to conservatory entrance level, playing instruments representative of the classical and popular instruments played in the UK completed a self-report 448 Liker…
Changes in Motivation as Expertise Develops
Recent models of musical motivation have recognised the complex interactions which occur between environmental (cultural, institutional, familial, educational) and internal factors (cognition and affect) in enhancing or reducing motivation. Much previous research has been small scale and not taken account of long term musical aspirations. This article aims to address 560 these issues exploring changes in motivation as expertise develops with a la…
The Development of Practising Strategies in Young People
There has been considerable research considering how instrumental practice changes as expertise develops. Much of that research has been relatively small scale and restricted in the range of instrumentalists included. This paper aimed to explore the development of practising strategies and motivation to practise as expertise develops with a large sample of participants at different levels of expertise playing a wide range of different instruments…
Relationships between Practice, Motivation, and Examination Outcomes
While there has been a great deal of research on Instrumental practice and the nature of motivation to engage with music making, there has been relatively little that has considered the relationship of these with instrumental examination outcomes. This research aimed to address this issue. A total of 2,131 young musicians, aged 6–19, across a wide range of expertise, 624 with a range of examination outcomes responded to a series of statements on …
Conceptions of Musical Understanding
Music can be understood in many ways. This has important implications for music education. The research reported here explored how groups of people conceptualise musical understanding and what they believe supports its acquisition. In this study 463 participants completed two statements: “Musical understanding is” and “You learn to understand music through”. Understanding music was viewed as complex and multidimensional with two overarching theme…
Are There Differences in Practice Depending on the Instrument Played?
There has been little research on Instrument differences in the length and nature of instrumental practice or how these may interact with level of expertise. This paper aimed to address this issue. A total of 3,325 young people ranging in level of expertise from beginner to the level required for entry to higher education conservatoire completed a questionnaire which consisted of a number of statements relating to time spent practicing, 472 pract…
Gender Differences in Musical Motivation at Different Levels of Expertise
Recently, models have been developed that recognise the complexity of motivation. These set out the interactions that occur between environmental (cultural, institutional, familial, educational) and internal factors (cognition and affect) enhancing or reducing motivation. Despite this we know very little about gender differences in motivation in relation to 596 playing an instrument. The current study aimed to address this issue, exploring gender…
Student perceptions of the classroom environment, student characteristics, and motivation for music lessons at secondary school
The literature suggests that there is often no alignment between student preferences and what and how it is taught in the music classroom. A total of 749 Cypriot secondary school students, aged 12 to 14 years, responded to a survey addressing enjoyment of music, motivation for school music lessons, and perceptions of the music classroom environment. The survey included a questionnaire with six subscales: Involvement, Affiliation, Teacher Support,…
Prevalence and predictors of music performance anxiety in adolescent learners
Currently, no formal music performance anxiety (MPA) prevalence rates exist for children and adolescent musicians. Factors contributing to distinct MPA experiences (maladaptive versus adaptive) are also not clear and there is a lack of research investigating cultural variability in MPA experiences. The study aimed to investigate the prevalence of MPA and factors affecting MPA levels in adolescent musicians. Comparisons between sexes (boys, girls)…
‘Turn up the volume and listen to my voice’
Music teachers are often faced with students’ negative attitudes towards Music as a school subject, and dilemmas of what would be most important to teach and at the same time interesting, useful and relevant to students. Looking at music teaching and learning through the eyes of students can play a key role in re-shaping the condition of learning and promoting a positive and motivating musical learning environment. The aim of this study was to ‘t…
Cigarette, E-Cigarette and Waterpipe Use among Young Adults
Efforts to prevent polytobacco use should ensure that young adults have the necessary self-efficacy to resist peer pressure and provide them with clear information about the health risks associated with using alternative tobacco products
Skinner Box, the
Operant Conditioning
Reinforcement Schedule
Learning Curve
Shaping
Thorndike’s Law of Effect
Positive and Negative Reinforcement and Punishment
Modelo conceitual para a compreensão da ansiedade na performance musical
A maior parte das pesquisas realizadas sobre Ansiedade na Performance Musical (APM) tem considerado sua relação com as características internas do intérprete musical, a condição de preparação para a performance e fatores relativos ao ambiente no momento da execução. Os métodos para o seu alívio geralmente têm natureza clínica. Poucas pesquisas situam-se ao redor de um modelo conceitual explícito e abrangente. Este artigo propõe um quadro teórico …
Changes in motivation as expertise develops
Recent models of musical motivation have recognised the complex interactions which occur between environmental (cultural, institutional, familial, educational) and internal factors (cognition and affect) in enhancing or reducing motivation. Much previous research has been small scale and not taken account of long term musical aspirations. This article aims to address these issues exploring changes in motivation as expertise develops with a large …
Musical genre and gender as factors in higher education learning in music
Educational and psychological research suggests that gender and musical genre can influence musical learning and the development of musical identities, particularly during adolescence. However, there is a relative paucity of educational studies in higher education (HE) concerning the possible impact on musical learning of gender and musical genre, either individually or collectively. As part of a two‐year comparative study funded under the Econom…
Musical genre and gender as factors in higher education learning in music
Educational and psychological research suggests that gender and musical genre can influence musical learning and the development of musical identities, particularly during adolescence. However, there is a relative paucity of educational studies in higher education (HE) concerning the possible impact on musical learning of gender and musical genre, either individually or collectively. As part of a two‐year comparative study funded under the Econom…
Musical genre and gender as factors in higher education learning in music
Educational and psychological research suggests that gender and musical genre can influence musical learning and the development of musical identities, particularly during adolescence. However, there is a relative paucity of educational studies in higher education (HE) concerning the possible impact on musical learning of gender and musical genre, either individually or collectively. As part of a two‐year comparative study funded under the Econom…
Changes in motivation as expertise develops
Recent models of musical motivation have recognised the complex interactions which occur between environmental (cultural, institutional, familial, educational) and internal factors (cognition and affect) in enhancing or reducing motivation. Much previous research has been small scale and not taken account of long term musical aspirations. This article aims to address these issues exploring changes in motivation as expertise develops with a large …
Skinner Box, the
Operant Conditioning
Reinforcement Schedule
Learning Curve
Shaping
Thorndike’s Law of Effect
Positive and Negative Reinforcement and Punishment
Modelo conceitual para a compreensão da ansiedade na performance musical
A maior parte das pesquisas realizadas sobre Ansiedade na Performance Musical (APM) tem considerado sua relação com as características internas do intérprete musical, a condição de preparação para a performance e fatores relativos ao ambiente no momento da execução. Os métodos para o seu alívio geralmente têm natureza clínica. Poucas pesquisas situam-se ao redor de um modelo conceitual explícito e abrangente. Este artigo propõe um quadro teórico …
Cigarette, E-Cigarette and Waterpipe Use among Young Adults
Efforts to prevent polytobacco use should ensure that young adults have the necessary self-efficacy to resist peer pressure and provide them with clear information about the health risks associated with using alternative tobacco products
‘Turn up the volume and listen to my voice’
Music teachers are often faced with students’ negative attitudes towards Music as a school subject, and dilemmas of what would be most important to teach and at the same time interesting, useful and relevant to students. Looking at music teaching and learning through the eyes of students can play a key role in re-shaping the condition of learning and promoting a positive and motivating musical learning environment. The aim of this study was to ‘t…
Prevalence and predictors of music performance anxiety in adolescent learners
Currently, no formal music performance anxiety (MPA) prevalence rates exist for children and adolescent musicians. Factors contributing to distinct MPA experiences (maladaptive versus adaptive) are also not clear and there is a lack of research investigating cultural variability in MPA experiences. The study aimed to investigate the prevalence of MPA and factors affecting MPA levels in adolescent musicians. Comparisons between sexes (boys, girls)…
Student perceptions of the classroom environment, student characteristics, and motivation for music lessons at secondary school
The literature suggests that there is often no alignment between student preferences and what and how it is taught in the music classroom. A total of 749 Cypriot secondary school students, aged 12 to 14 years, responded to a survey addressing enjoyment of music, motivation for school music lessons, and perceptions of the music classroom environment. The survey included a questionnaire with six subscales: Involvement, Affiliation, Teacher Support,…
Are There Gender Differences in Instrumental Music Practice?
This research aimed to consider whether there were gender differences in the amount of practice undertaken by boys and girls, the practice strategies adopted and motivation to practise. A sample of 2027 girls and 1225 boys aged 6–19 years, ranging in level of expertise from beginner through to conservatory entrance level, playing instruments representative of the classical and popular instruments played in the UK completed a self-report 448 Liker…
Changes in Motivation as Expertise Develops
Recent models of musical motivation have recognised the complex interactions which occur between environmental (cultural, institutional, familial, educational) and internal factors (cognition and affect) in enhancing or reducing motivation. Much previous research has been small scale and not taken account of long term musical aspirations. This article aims to address 560 these issues exploring changes in motivation as expertise develops with a la…
The Development of Practising Strategies in Young People
There has been considerable research considering how instrumental practice changes as expertise develops. Much of that research has been relatively small scale and restricted in the range of instrumentalists included. This paper aimed to explore the development of practising strategies and motivation to practise as expertise develops with a large sample of participants at different levels of expertise playing a wide range of different instruments…
Relationships between Practice, Motivation, and Examination Outcomes
While there has been a great deal of research on Instrumental practice and the nature of motivation to engage with music making, there has been relatively little that has considered the relationship of these with instrumental examination outcomes. This research aimed to address this issue. A total of 2,131 young musicians, aged 6–19, across a wide range of expertise, 624 with a range of examination outcomes responded to a series of statements on …
Conceptions of Musical Understanding
Music can be understood in many ways. This has important implications for music education. The research reported here explored how groups of people conceptualise musical understanding and what they believe supports its acquisition. In this study 463 participants completed two statements: “Musical understanding is” and “You learn to understand music through”. Understanding music was viewed as complex and multidimensional with two overarching theme…
Are There Differences in Practice Depending on the Instrument Played?
There has been little research on Instrument differences in the length and nature of instrumental practice or how these may interact with level of expertise. This paper aimed to address this issue. A total of 3,325 young people ranging in level of expertise from beginner to the level required for entry to higher education conservatoire completed a questionnaire which consisted of a number of statements relating to time spent practicing, 472 pract…
Gender Differences in Musical Motivation at Different Levels of Expertise
Recently, models have been developed that recognise the complexity of motivation. These set out the interactions that occur between environmental (cultural, institutional, familial, educational) and internal factors (cognition and affect) enhancing or reducing motivation. Despite this we know very little about gender differences in motivation in relation to 596 playing an instrument. The current study aimed to address this issue, exploring gender…
Diverse Music Education Insights (13 works) · Neuroscience and Music Perception (11 works) · Psychology (11 works) · Musical (8 works) · Social Psychology (6 works) · Behavioral and Psychological Studies (5 works) · Musicians’ Health and Performance (5 works) · Perception (5 works) · Relation (database) (5 works) · Scale (ratio) (5 works)