音乐干预对减轻药学专业学生考试焦虑的有效性。
Effectiveness of Music Interventions to Reduce Test Anxiety in Pharmacy Students.
作者信息
Galal Suzanne, Vyas Deepti, Hackett Rachelle Kisst, Rogan Ed, Nguyen Chloe
机构信息
Thomas J. Long School of Pharmacy, University of the Pacific, Stockton, CA 95211, USA.
Benerd College, University of the Pacific, Stockton, CA 95211, USA.
出版信息
Pharmacy (Basel). 2021 Jan 5;9(1):10. doi: 10.3390/pharmacy9010010.
BACKGROUND
The main objective of this pilot study was to evaluate the impact of a classroom activity involving music on anxiety associated with preparing for and taking an assessment.
METHODS
Two hundred and two (202) pharmacy students were randomly assigned to one of two conditions of the experimental study: active music playing ( = 103) versus passive music listening ( = 99). All students completed a pre-test, a mid-test, and a post-test including: an "Attitudes and Perceptions" survey, State-Trait Anxiety Inventory for Adults (STAI Survey), and a knowledge assessment. Data were analyzed to determine the impact each of the music interventions had on students' test anxiety.
RESULTS
Both types of musical interventions produced similar results in terms of anxiety reduction. Faced with an upcoming test prior to the musical intervention, average state-trait anxiety scores increased; after the musical intervention, state-trait anxiety scores decreased.
CONCLUSIONS
The use of music helped to reduce test anxiety, even after one brief musical intervention, regardless of whether students passively listened to music or actively played music.
背景
本试点研究的主要目的是评估一项涉及音乐的课堂活动对与备考和参加评估相关的焦虑的影响。
方法
202名药学专业学生被随机分配到实验研究的两种条件之一：播放活跃音乐组（n = 103）与被动听音乐组（n = 99）。所有学生都完成了一项预测试、一项中期测试和一项后测试，包括：“态度与认知”调查、成人状态-特质焦虑量表（STAI调查）以及一项知识评估。对数据进行分析以确定每种音乐干预对学生考试焦虑的影响。
结果
两种音乐干预在减轻焦虑方面产生了相似的结果。在音乐干预之前面对即将到来的考试时，平均状态-特质焦虑得分增加；音乐干预之后，状态-特质焦虑得分下降。
结论
即使经过一次简短的音乐干预，无论学生是被动听音乐还是主动演奏音乐，音乐的使用都有助于减轻考试焦虑。
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