Emotional Competence Within the Stress Coping Strategies of Music Education Students
Bibliographic Data
| ID | 10201368 |
|---|---|
| Authors | Michelle McConkey (0000-0001-7708-4837, California State University, Chico, Chico, CA, USA, corresponding author), Christa Kuebel (0000-0002-8160-7386, University of Central Arkansas), Christa R Kuebel (University of Central Arkansas, Conway, AR, USA) |
| Year | 2021 |
| Volume | 70 |
| Issue | 3 |
| Pages | 321-338 |
| Publication date | 2021-12-07 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Music Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4294 • E-ISSN: 1945-0095 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/00224294211061457 |
| OpenAlex | W4200553394 |
| Language | EN |
| Citations received | 6 |
| References cited | 18 |
Researchers have identified high levels of stress among music education students, but we know very little about how students manage this stress and how emotional competence skills might be utilized within stress coping mechanisms for this population. Through this qualitative study, we sought to understand the stress coping strategies of eight music education majors through the lens of emotional competence as outlined by Saarni. We identified several sources of participants’ stress: general life stress, schedule, performance expectations, and coursework. Student coping strategies included awareness of stress, an attitude of pushing through, self-care, and seeking support. Through coding and utilization of the theoretical framework, we concluded that all eight of Saarni’s emotional competence skills were evident in the data as a whole, but not for each individual participant. Minimal evidence was found for half of the skills and for some students they were nonexistent, thus indicating a need for growth in emotional competency. Gaining an understanding of how music education majors cope with their stress could be a key step toward understanding how to better support students throughout their degree programs and as they transition into the field of music education
Competence (human resources · Coping (psychology · Coursework · Developmental psychology · Emotional competence · Emotional intelligence · Music education · Pedagogy · Population · Stress management · Clinical Psychology · Diverse Music Education Insights · Emotional Intelligence and Performance · Medicine · Mindfulness and Compassion Interventions · Psychology · Social Psychology
Examining Burnout Related to Musical Instrument Education Among Music Teacher Candidates
Validación del Inventario de Burnout para Estudiantes de Música en Nivel Superior (IBEMNS)
Self-care strategies for preservice teachers
Perceptions and Outcomes of Implementing Ungrading in an Undergraduate Music Methods Course
A Phenomenological Investigation of Student Leadership in College Marching Bands
Undergraduate Music Students’ Self-Reports of Conducting Anxiety in Introductory Conducting Courses
Early Childhood Teachers’ Well-Being, Mindfulness, and Self-Compassion in Relation to Classroom Quality and Attitudes Towards Challenging Students
Stress, coping strategies and academic achievement in teacher education students
Integrating Mindfulness Training into K-12 Education
Mindfulness Training and Teachers' Professional Development
Looking Within
Qualitative inquiry and research design
| Citations per year | 3 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |