Four other studies (three of which are dissertations) assessed behavioral treatments forMPA on music students. Grishman (1989) and Mansberger (1988) used standard musclerelaxation techniques, Wardle (1969) compared insight/relaxation and systematic desensi-tisation techniques, and Deen (1999) used awareness and breathing techniques
(ASCE)BE.1943-5592.0001336.pdf - 0 views
hzmh2_1_eq_tm.pdf - 0 views
1-s2.0-S1877042813043012-main.pdf - 0 views
1-s2.0-S1877042813042778-main.pdf - 0 views
(ASCE)ME.1943-5479.0000697.pdf - 0 views
(ASCE)EM.1943-7889.0001596.pdf - 0 views
Idini_etal2016.pdf - 0 views
(ASCE)GT.1943-5606.0001894.pdf - 0 views
1-s2.0-S0950061820334541-main.pdf - 1 views
(PDF) A Systematic Review of Treatments for Music Performance Anxiety - 2 views
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A systematic review of all available treatment studies for music performance anxiety was undertaken.
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reported that 24% of musicians frequently suffered stage fright, defined in this study as themost severe form of MPA, 13% experienced acute anxiety and 17% experienceddepression.
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(PDF) Treatment of music performance anxiety - 1 views
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A study that evaluated the relative efficacy of four types of treatment for people with comorbid diagnoses showed that conclu-sions about the efficacy of the different therapeutic approaches changed depending on the nature of the outcome measure used.
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Cognitive behavioral therapy is underpinned by the proposition that emotions and behavior are influenced by cognitions
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We began with the ‘classical’ psychoanalytic psychotherapies, moving to some recent developments, such as the relational and attachment-based psychotherapies, and intensive short-term dynamic psychotherapy (ISTDP), followed by the behavioral, cognitive, and cognitive behavioral therapies, including the ‘new wave’ of therapies such as mindfulness-based therapies, acceptance and commitment therapy (ACT) and dialectical behavior therapy (DBT).
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Hewlett-EdArcade - 2 views
(32) (PDF) An Overview and Study on the Use of Games, Simulations, and Gamification in ... - 14 views
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"This article examines the use of both game-based learning (GBL) and gamification in tertiary education. This study focuses specifically on the use of games and/or simulations as well as familiarity with gamification strategies by communication faculty. Research questions concentrate on the rate, frequency, and usage of digital and non-digital games and/or simulations in communication courses, as well as instructor familiarity with gamification. A survey was constructed with questions emerging from the game-based learning and gamification literature. It was distributed to communication faculty at public institutions of higher education in a southern state. In this context, the author argues that while the term gamification is novel, the approach is not. Based on the results, current gamification strategies appear to be a repackaging of traditional instructional strategies."
(32) (PDF) Gamification in Education: A Systematic Mapping Study | Gennady Agre - Acade... - 11 views
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"While gamification is gaining ground in business, marketing, corporate management, health insurance,ecology and wellness initiatives, its application in education is still an emerging trend. This article presents a study of the published empirical research on the application of gamification to education.The study is limited to papers that discuss explicitly the effects of use of game elements in specificeducational contexts. It employs a systematic mapping design. Accordingly, a categorical structure forclassifying the research results is proposed based on the extracted topics discussed in the reviewed papers. The categories include gamification design principles, game mechanics, context of applyinggamification, consisting of type of application, educational level, and academic subject,implementation and evaluation. By mapping the published work to the classification criteria andanalyzing them, the study highlights the directions of the currently conducted empirical research onapplying gamification to education. It also indicates some major obstacles and needs, such as the needfor a proper technological support, the need for controlled studies demonstrating reliable positive ornegative results of using specific game elements in particular educational contexts, etc. Although mostof the reviewed papers report promising results, more substantial empirical research is needed todetermine whether both extrinsic and intrinsic motivation of the learners can be influenced bygamification"
Metodologia de la Investigación 5a Edición - Sampieri, Fernandez.pdf - 11 views
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diseño del proceso de investigación seleccionado: teoría fundamentada, estudio de caso, etnografía, fenomenología, narrativa, etc.
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teoría fundamentada
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tenemos grabaciones de audio y video producto de entrevistas y sesiones
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Differentiating Instruction with Technology - 111 views
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instructionalstrategies
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1.Recognizing similarities and differences
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Graphic organizers such as the Venn diagram and Comparison matrix
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EDUC1015 Evaluation Rubric for Educational Apps.pdf - 5 views
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Webb’s Depth of Knowledge
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21st Century Skills: Does the app require users to engage “21st Century” skills, which includes the ability to collaborate, make data-driven decisions, and solve complex problems?
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Connections to Future Learning: Does the app’s content build users’ literacy or numeracy skills so they are more prepared to engage future content area learning and are on track to become “college and career” ready?
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