The Effect of Relaxation Techniques on Student Music Sight-Reading and Short-Term Learning under Test-Induced Performance Anxiety
The Effect of Relaxation Techniques on Student Music Sight-Reading and Short-Term Learning under Test-Induced Performance Anxiety

Summary/Abstract: There is a direct correlation between music sight-reading and instrumentalists’aural perception, math and reading achievement scores, field-independent cognitive style, written word sensory mode preference, and GPA (Bergman, Darki, & Klingberg, 2014; Ciepluch, 1988). Sight-reading is dependent upon short-term memory functionality (Massaro, 1972; Moss, Myers & Filmore, 1970) and time-based recall (Williams, 1975), and may be adversely influenced by performance anxiety (Wilson-Roland, 2002). Relaxation techniques were suggested as a possible strategy in order to reduce the levels of performance anxiety (Wilson-Roland, 2002). A small-scale pilot study was initiated in order to develop a method to test the effectiveness of this strategy.

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