Beruflich Dokumente
Kultur Dokumente
19 (2005) 725–751
Abstract
Music performance anxiety (MPA) is a distressing experience for musicians of all ages,
yet the empirical investigation of MPA in adolescents has received little attention to date.
No measures specifically targeting MPA in adolescents have been empirically validated.
This article presents findings of an initial study into the psychometric properties and
validation of the Music Performance Anxiety Inventory for Adolescents (MPAI-A), a new
self-report measure of MPA for this group. Data from 381 elite young musicians aged 12–
19 years was used to investigate the factor structure, internal reliability, construct and
divergent validity of the MPAI-A. Cronbach’s a for the full measure was .91. Factor
analysis identified three factors, which together accounted for 53% of the variance.
Construct validity was demonstrated by significant positive relationships with social
phobia (measured using the Social Phobia Anxiety Inventory [Beidel, D. C., Turner, S.
M., & Morris, T. L. (1995). A new inventory to assess childhood social anxiety and phobia:
The Social Phobia and Anxiety Inventory for Children. Psychological Assessment, 7(1),
73–79; Beidel, D. C., Turner, S. M., & Morris, T. L. (1998). Social Phobia and Anxiety
Inventory for Children (SPAI-C). North Tonawanda, NY: Multi-Health Systems Inc.]) and
trait anxiety (measured using the State Trait Anxiety Inventory [Spielberger, C. D. (1983).
State-Trait Anxiety Inventory STAI (Form Y). Palo Alto, CA: Consulting Psychologists
Press, Inc.]). The MPAI-A demonstrated convergent validity by a moderate to strong
positive correlation with an adult measure of MPA. Discriminant validity was established
by a weaker positive relationship with depression, and no relationship with externalizing
behavior problems. It is hoped that the MPAI-A, as the first empirically validated measure
* Corresponding author. Tel.: +61 2 9351 1386; fax: +61 2 9351 1385.
E-mail address: mosb6324@mail.usyd.edu.au (M.S. Osborne).
0887-6185/$ – see front matter # 2004 Elsevier Inc. All rights reserved.
doi:10.1016/j.janxdis.2004.09.002
726 M.S. Osborne, D.T. Kenny / Anxiety Disorders 19 (2005) 725–751
1. Introduction
studies have been reported on the MPAQ, AAS–MAS and Trait Anxiety Scale
(TAS).
A critical review of the psychometric data presented in the articles was
conducted using criteria adapted for self-report measures from McCauley and
Swisher’s (1984) review of language and articulation tests. These constitute the
minimum criteria that should be considered in evaluating any norm-referenced
test (Standards for educational and psychological testing, 1985). They include a
description of the standardization population, sample sizes of 100 or more per
subgroup, systematic item analysis (including factor analysis), presentation of
raw score means and standard deviations for each subgroup, evidence of
concurrent and predictive validity, estimates of test–retest reliabilities, test
administration details, and qualifications of the administrator or scorer. Table 1
summarizes the criteria met by each MPA measure.
The reporting of basic psychometric properties was limited, and in some cases
absent. Very few of the tests reported test–retest or internal reliability. Overall,
subject numbers in the various research studies were small (20–53). Although
Wesner et al. (1990) had the largest sample size (n = 302) and described their
sample thoroughly, they provided no results other than percentages of gender, age
group and category of musician (i.e. impaired/unimpaired) who endorsed various
symptoms of MPA. No single measure satisfied all the criteria, although the K-
MPAI met most of the criteria and reported the best psychometric properties. In
sum, the MPA measures reviewed are idiosyncratic, with inadequate norms and
standardization procedures and all have been developed for and used with adult
musicians.
Table 1
MPA self-report measures meeting each of the nine psychometric criterion
Criterion Number of Measures
measures (n = 20)
1 Description of 10 MPSS, PAQ-WND, PAQ-CK, PASSS,
normative sample AAS–MAS, MPAS, TAS, SAS, PMCI
2 Sample size 2 PAQ-WND, MPAQ
3 Item analysis 13 PRCP, PAQ-WND, K-MPAI, PI, MPAQ, PAI,
SSQ, AAS–MAS, MPAS, TAS, SAS, PMCI
4 Means and 10 PRCP, PAQ-WND, PAQ-CK, SES,
standard deviations PASSS, K-MPAI, PAI, AATS, PPAS, AD
5 Concurrent validity 16 PAQ-WND, PAQ-CK, K-MPAI, PI,
SEQ, MPAQ, SSQ, AATS, PPAS, AD,
AAS–MAS, MPAS, TAS, SAS, PMCI
6 Predictive validity 0 –
7 Test–retest reliability 0 –
8 Description of 18 PRCP, MPSS, PAQ-WND, PAQ-CK, SES,
test procedures PASSS, K-MPAI, MPAQ, PI, SEQ, PAI,
SSQ, AATS, PPAS, AD, AAS–MAS, MPAS
9 Description of 0 –
tester qualifications
M.S. Osborne, D.T. Kenny / Anxiety Disorders 19 (2005) 725–751 729
2. Method
The initial item pool was generated by consulting available adult MPA scales.
Items were chosen to represent each of the three domains (cognitive,
physiological and behavioral) known to be affected in MPA. Care was taken
with the wording of the items and all were tested for readability by 12-year-olds.
The aim of the pilot study was to assess the readability and comprehension of each
of the items on each proposed scale and to examine preliminary psychometric
data.
2.2.1. Participants
Protocols were completed in class time by 19 Year 8 and 18 Year 10 students
(14 boys, 23 girls), with a mean age of 14 years (S.D. = 1.12 years) from the CHS.
2.2.2. Measures
Two scales were developed. These were:
2.2.3. Results
2.2.3.1. Demographic characteristics. Students had been studying for an average
of 6.83 years (S.D. = 2.76), and practiced an average of 1.5 h a day (S.D. = 0.74 h).
Forty-six percent of students indicated they wanted to be professional musicians,
49% were unsure, and 5% did not want to be a professional musician.
Approximately half of the students (53%) performed mostly solo with some
group work; 22% indicated half solo-half group performances; 11% performed
mostly in ensembles with some solo work; 8% performed only as soloists; and 6%
performed only in ensembles.
with the deletion of some items. Cronbach’s a increased from .88 to .91 by deleting
three items ‘‘It is easier to play in front of my family and friends, than in front of
strangers’’, ‘‘It is easier to play in front of strangers, than in front of family and
friends’’, and ‘‘I usually feel well prepared before I perform’’ (reduced scale given
in Appendix B). Because of student confusion in completing the demographic scale
questions on practice, this section was modified to request daily practice time on the
major instrument only.
2.3.1. Participants
A new sample of students (124 boys and 174 girls) from the three performance
high schools in the inner Sydney metropolitan area described above agreed to
participate in the research. The respective number of participating students at each
high school were CHS n = 128, NHSPA n = 117, and MDC n = 53. The mean age
of the sample was 14.23 years (S.D. = 1.70 years, range: 11–19 years).
2.3.2. Procedure
The study was introduced to students by the head music teacher and music
staff, and consent forms were distributed and returned in advance of survey
administration. Early in Semester 1, 2002, the scales developed for the study and
some standardized psychological assessment measures were distributed to
students to complete in class. Students who did not wish to participate continued
with their schoolwork for the duration of testing. Teaching staff were not given
access to student survey results. Students then participated in a focus-group
discussion regarding their experiences of MPA and management techniques. In
addition, students completed up to four performance-based protocols throughout
the semester, which assessed state anxiety experienced during different music
performances.
2.3.3. Measures
1. Demographics: As described in 2.2.2 Scale Development.
2. Music Performance Anxiety Inventory for Adolescents (MPAI-A): As described
in 2.2.2 Scale development.
3. State-Trait Anxiety Inventory-Trait (STAI) (Spielberger, 1983): The STAI Trait
subscale measures relatively stable individual differences in the tendency to
perceive stressful situations as dangerous or threatening. This standardised test
was used to validate the MPAI-A and to provide a comparison with
standardised norms and other MPA research. This measure has excellent
stability with high school students (30 day test–retest interval males = .71,
females = .75) and internal consistency (males and females = .90) (Spielber-
ger, 1983).
4. Social Phobia and Anxiety Inventory (SPAI) (Turner, Beidel, & Dancu, 1996),
and Social Phobia and Anxiety Inventory for Children (SPAI-C) (Beidel,
732 M.S. Osborne, D.T. Kenny / Anxiety Disorders 19 (2005) 725–751
Turner, & Morris, 1998): These scales screen for maladaptive social anxiety in
social encounters and settings, assess information on the intensity of distress,
and indicate possible social phobia diagnoses. The SPAI-C successfully
differentiates children with social phobia from those with other anxiety
disorders (Beidel et al., 1998). Adolescents up to and including 14 years
completed the SPAI-C, and those 14 years and older completed the SPAI.
These measures were included to examine the relationship between MPA and
social phobia. Both measures have very high stability and internal consistency
(Beidel et al., 1998; Turner et al., 1996).
2.3.4. Results
2.3.4.1. Factor analysis. The factor structure of the MPAI-A was assessed. Prior
to factor analysis, we assessed the factorability of the data. An anti-image
correlation matrix was used to assess the sampling adequacy of each variable. No
item had a measure of sampling accuracy <.5. Bartlett’s test of sphericity was
large and significant and the Kaiser–Meyer–Olkin measure was >.6, hence
factorability was assumed (Coakes & Steed, 2001). To examine whether the scale
was multi- or uni-dimensional, we assessed its factor structure using principal axis
factoring with oblimin rotation.
Examination of both the number of eigenvalues greater than one and the
factor loadings supported a decision to treat the scale as multi-dimensional,
although the first factor accounted for most of the variance. Using a best-fit
solution, the factor analysis identified three eigenvalues greater than one,
which together accounted for 53% of the variance. This three factor solution
provided a better fit to the data than either a one or two factor solution (details
of factor analyses can be obtained from the authors). Individual items with
factor loadings less than .3 were eliminated (Tabachnick & Fidell, 2001). The
items and their specific factor loadings are presented in Table 2. The first
factor, Somatic and Cognitive Features, accounted for 43% of the variance.
The majority of items loading on this factor consisted of those describing the
physical manifestations of performance anxiety immediately prior to, and
during a performance. Two items related to worry and fear of making mistakes.
The second factor, Performance Context, accounted for 6% of the variance,
and described the preference performers have for either solo or group contexts
and the nature of the audience. The third factor, Performance Evaluation,
contained items relating to the evaluation that both the audience and performer
may make of a performance, the consequences stemming from these
evaluations (particularly when a mistake is made), and difficulty concentrating
in front of an audience when performing. This factor accounted for 3% of the
variance.
Table 2
MPAI-A factor analysis pattern matrix
Item number Item content Loadings
Factor 1 Factor 2 Factor 3
Somatic and cognitive features (43%)
1 Before I perform, I get butterflies .93
in my stomach
12 Just before I perform, I feel nervous .77
6 When I perform in front of an audience, .77
my heart beats very fast
4 Before I perform, I tremble or shake .73
2 I often worry about my ability to perform .61
9 When I perform in front of an audience .56
I get sweaty hands
15 My muscles feel tense when I perform .44
5 When I perform in front of an audience, .43 .38
I am afraid of making mistakes
Performance context (6%)
14 I would rather play in a group or ensemble, 1.02
than on my own
11 I try to avoid playing on my own at .58
a school concert
3 I would rather play on my own, than .36
in front of other people
Performance evaluation (3%)
13 I worry that my parents or teacher might .58
not like my performance
8 If I make a mistake during a performance, .54
I usually panic
10 When I finish performing, I usually feel .43
happy with my performance
7 When I perform in front of an audience, .33 .38
I find it hard to concentrate on my music
reliability of each scale (de Vaus, 1995). The ‘‘a if item deleted’’ column was also
examined to decide on further item deletions.
The original 18 item MPAI-A scale had high internal reliability (Cronbach’s
a = .89). Inspection of the item-total correlations revealed three problematic
items (correlations in parentheses). ‘‘It is easier to play in front of strangers, than
in front of family and friends’’ ( .07), ‘‘It is easier to play in front of my family
and friends, than in front of strangers’’ (.23) and ‘‘I usually feel well prepared
before I perform’’ (.24). Deleting these items raised Cronbach’s a to .91. The
remaining 15 items also provided the highest Cronbach’s a in the reliability
analysis on the MPAI-A in the pilot test. Cronbach’s a values for the three factors
determined in Study 2 were calculated as follows: Factor 1 ‘‘Somatic and
Cognitve Sensations’’ = .90; Factor 2 ‘‘Performance Context’’ = .77; and Factor 3
‘‘Performance Evaluation’’ = .69.
734 M.S. Osborne, D.T. Kenny / Anxiety Disorders 19 (2005) 725–751
Table 3
MPAI-A descriptive statistics by gender and school grade
Gender Number Mean Standard deviation Minimum Maximum
Male 124 38.23 17.93 3 87
Female 174 46.27 19.83 0 84
Grade
7 54 39.96 20.07 0 84
8 50 43.83 20.20 10 87
9 51 43.53 19.11 5 84
10 55 47.71 20.61 0 82
11 50 42.05 18.03 7 80
12 38 39.38 17.57 5 81
Total 298 42.92 19.44 0 87
2.4.1. Procedure
In order to determine the construct validity of the MPAI-A, various well-
known, standardized self-report measures of trait and social anxiety were
administered. The STAI was used to determine baseline levels of trait anxiety, and
depending on the age of students, the SPAI-C or SPAI was used as a measure of
social anxiety.
Given previous research into both childhood (Maroon, 2003; Ryan, 1998) and
adult MPA (Kenny et al., 2004; Lehrer, Goldman, & Strommen, 1990), the MPAI-
A was hypothesized to demonstrate a moderate to strong positive correlation with
trait anxiety. Further, since a diagnosis of social phobia is warranted for those
musicians who suffer extreme performance anxiety (Clark & Agras, 1991; Cox &
Kenardy, 1993) and hence MPA as a construct is more specifically related to social
anxiety than the more general trait anxiety, it was hypothesized that there would
be a stronger positive correlation between the MPAI-A and social phobia
measures than for trait anxiety.
M.S. Osborne, D.T. Kenny / Anxiety Disorders 19 (2005) 725–751 735
Table 4
Means and standard deviations for the STAI, SPAI-C and SPAI by gender (norms in italics)
Scale Boys Girls Total sample
Mean S.D. Mean S.D. Mean S.D.
STAI 41.70 10.05 42.52 10.06 42.18 10.05
Norm data 40.17 10.53 40.97 10.63 – –
SPAI-C 10.12 10.55 10.56 7.86 10.39 8.99
Whole sample 14.9 9.6 18.8 10.4 16.8 10.2
Social Phobia present 23.4 7.6 26.8 9.8 26.1 8.6
Social Phobia absent 10.2 7.6 15.1 8.4 – –
SPAI 48.48 24.69 41.87 28.92 44.60 27.35
Social Phobia present – – – – 64.7 30.6
Social Phobia absent – – – – 43.0 26.4
2.4.2. Results
Table 4 displays the means and standard deviations for males, females and the
whole sample, and compares these values against normative data presented in the
test manuals.
Distributions for each variable were examined and no significant deviations
from normality were detected. Norms for the STAI were taken from Spielberger
(1983). Normative data for the SPAI-C is quoted in the manual from research by
Beidel, Turner, Hamlin, and Morris (2000), on a sample of 249 children both with
(n = 63) and without social phobia diagnoses, with a mean age of 10.8 years
(S.D. = 1.5 years), ranging from 8 to 14 years. Data for the SPAI is provided in the
manual from research by Clark et al. (1994), who have provided the only
reliability and validity data on the SPAI for adolescents. Their sample of 223
adolescents ranged from 12 to 18 years (no average age was reported), 39 of which
met criteria for DSM-III-R Social Phobia. Normative values are given in italics.
There were no significant differences between male and female mean scores on
the STAI [t(296) = 0.70, P > .05]. However, girls in this sample scored
significantly higher than girls in the norm group [t(173) = 2.04, P < .05], but there
was no difference for boys in this sample and the normative group [t(123) = 1.70,
P > .05].
The scores on the SPAI-C for this study were much lower than those given by
Beidel et al. (2000) for the whole sample. The SPAI data shows the total sample
mean is comparable to the mean value reported for adolescents with no psychiatric
disorder.
Cutoffs for the SPAI-C and use of SPAI with adolescents have not been
specified. Considering that both measures were administered in order to capture
information across the entire high school age range, various investigations of the
data using different screening cutoff scores were undertaken. Using a cutoff of 18
on the SPAI-C, and including the top two categories of difference scores on the
SPAI, there is reasonable consistency in the percentage of possible social phobia
736 M.S. Osborne, D.T. Kenny / Anxiety Disorders 19 (2005) 725–751
Table 5
Number of students (percentage in parentheses) meeting screening criteria for social phobia
Protocol Unlikely Social Phobia Possible Social Phobia
SPAI-C
Cutoff 18 115 (79%) 30 (21%)
Cutoff 20 123 (85%) 22 (15%)
Cutoff 15 102 (70%) 43 (30%)
Cutoff 13 94 (65%) 51 (35%)
Cutoff 10 81 (56%) 64 (44%)
SPAI 37 (28%) 94 (72%)
Mild possible = 65 (50%)
Possible = 17 (13%)
Probable = 12 (9%)
Combined SPAI-C and SPAI 152 (55%) 124 (45%)
cases in the sample across both measures (see Table 5). In addition, given that
Clark et al. (1994) found lower scores in adolescents compared to adults using the
SPAI, rates of possible and probable social phobia were investigated taking into
account all three social phobia categories (mild possible, possible and probable
social phobia), thereby lowering the cutoff score for possible social phobia
diagnosis. This second method of analysis increases the number of screened social
phobics, leading to an almost inverse relationship between unlikely and likely
presentations of social phobia across the SPAI-C and SPAI.
The mean value for this sample on the SPAI-C was significantly lower than the
whole norm sample [t(144) = 8.58, P < .01], and the social phobia group
[t(144) = 21.03, P < .01]. The mean scores for girls and boys were not
significantly different [t(143) = 0.29, P > .05]. Considering that Beidel et al.
(2000) found significant differences between boys and girls in the norm samples
for the SPAI-C, separate analyses were conduced by gender. There was no
difference between boys in this sample and the SPAI-C social phobia-absent
group [t(57) = 0.06, P > .05]. However, boys in this study scored significantly
lower than both the whole norm sample [t(57) = 3.45, P < .001] and boys
diagnosed with social phobia [t(57) = 9.59, P < .01]. The girls scored
significantly lower than the social phobia-absent [t(86) = 5.38, P < .01], whole
sample [t(86) = 9.77, P < .01] and social phobia-present [t(86) = 19.26,
P < .01] norm groups.
Similarly, there was no difference between boys and girls on the SPAI
[t(129) = 1.37, P > .05], which justified whole group comparisons to the norm
data. The total sample mean was significantly lower than the socially phobic
diagnostic group [t(130) = 8.41, P < .001], but not significantly different to
adolescents without a psychiatric disorder [t(130) = 0.67, P > .05].
The MPAI-A correlated significantly with the STAI (r = .45, P < .01), SPAI-C
(r = .42, P < .01) and SPAI (r = .43, P < .01) scales (see Table 6).
M.S. Osborne, D.T. Kenny / Anxiety Disorders 19 (2005) 725–751 737
Table 6
Correlations between MPA, trait and social anxiety (r and n values respectively)
STAI SPAI-C SPAI
MPAI-A .45* .42* .43*
298 145 131
STAI .47* .46*
145 131
SPAI-C –
*
All correlations significant at P < 0.001.
In light of the unconvincing correlations between the MPAI-A and the STAI,
SPAI-C and SPAI, a follow-up study was conducted to clarify the extent to which
the MPAI-A is associated with trait anxiety and social phobia. An adult measure
of MPA was included to assess concurrent validity. Since the current sample were
gifted students, we believed that none would experience any difficulty with
understanding an adult version, and indeed we found that no student reported
difficulty. We wished to assess the correlation of the MPAI-A with another MPA
measure in order to further assess the MPAI-A’s construct validity. The Children’s
Depression Inventory (Kovacs, 1992) and the externalizing profile of the Youth
Self-Report (Achenbach, 1991) were included to investigate the discriminant
validity of the MPAI-A.
2.5.1. Participants
Music students, of whom 61% formed part of the criterion validity sample
(n = 64; 30 boys and 34 girls) from the NHSPA in Years 8 (Elective and Extension),
9 (Extension), 10 (Elective) and 12 (Music 2) were invited to participate. The mean
age of this sample was 14.6 years (S.D. = 1.3, range: 13–17 years).
2.5.2. Procedure
Students who were not involved in the previous validity sample were given
consent forms, and asked to obtain their parents signature as consent, and return to
the liaison music teacher. Surveys were completed in class time, with the music
teacher and one of the researchers present. Teaching staff did not have access to
individual student results.
2.5.3. Measures
1. Kenny Music Performance Anxiety Inventory (K-MPAI) (Kenny et al., 2004):
Because no other child or adolescent MPA measures exist, this scalewas included
to test the convergent validity of the MPAI-A. This inventory was developed
to assess the emotion-based theory of anxiety proposed by Barlow (2000).
738 M.S. Osborne, D.T. Kenny / Anxiety Disorders 19 (2005) 725–751
Items were either specially constructed or selected from other scales to address
each of Barlow’s theoretical components, including evocation of anxious
propositions (e.g. uncontrollability, unpredictability, negative affect, situa-
tional cues); attentional shift (e.g. task or self-evaluative focus, fear of negative
evaluation); physiological arousal and memory bias. Questions are answered
on a 7-point Likert scale ranging from ‘‘0—Strongly disagree’’ to ‘‘6—
Strongly agree’’. The maximum score is 156, with higher scores indicating
greater anxiety and psychological distress. This scale demonstrated excellent
internal reliability (Cronbach’s a = .94) (Kenny et al., 2004).
2. Youth Self-Report-Externalizing Scale (YSR-Ext) (Achenbach, 1991): The
YSR is a self-report form used to assess the feelings and behaviors of 11–18
year olds. Thirty questions included in the externalizing scale of the YSR
(comprising Delinquent and Aggressive Behavior factors) were used to assess
discriminant validity. These items are answered on a three-point Likert scale of
0—Not true to 2—Very true or often true. The Internalizing scale of the YSR
was not included due to administration time constraints. However, the STAI-
Trait and CDI scales were considered adequate in assessing internalizing
characteristics such as worry and depression. The externalizing scale has
acceptable internal reliability (Cronbach’s a = .89) and 1-week test–retest
reliability (r = .81). The scale significantly differentiates the competence and
problem scores of non-referred and referred youth presenting for mental health
services, and thus demonstrates acceptable validity (Achenbach, 1991).
3. Social Phobia and Anxiety Inventory (SPAI) (Turner et al., 1996), and Social
Phobia and Anxiety Inventory for Children (SPAI-C) (Beidel et al., 1998).
4. State-Trait Anxiety Inventory-Trait (STAI) (Spielberger, 1983).
5. Children’s Depression Inventory (CDI) (Kovacs, 1992): The CDI was included
to further assess the construct and discriminant validity of the MPAI-A. The CDI
is a 27-item self-rated symptom oriented scale measuring symptoms associated
with depression such as sleep disturbance, appetite loss, and anhedonia. It is
suitable for school-aged adolescents aged 7–17 years. It quantifies a range of
depressive symptoms including disturbed mood, hedonic capacity, vegetative
functions, self-evaluation, and interpersonal behaviors, providing a total score
(CDI-Total), and five subscale scores: Negative Mood (CDI-NM), Interpersonal
Problems (CDI-IP), Ineffectiveness (CDI-IF), Anhedonia (CDI-AN), and
Negative Self-Esteem (CDI-NS). For each item, the child rates the degree to
which each statement describes him or her for the past 2 weeks, using one of
three choices, keyed 0 (Absence of symptom), 1 (Mild symptom), or 2 (Definite
symptom). Higher scores indicate increasing severity, with scores ranging from
0 to 54. It has been used extensively with normal and clinical children’s
populations. The measure effectively distinguishes normal from clinical
samples, with improved accuracy obtained when included as part of a multi-
instrument battery. It shows good concurrent validity with other measures of
depressive symptoms and demonstrates good internal consistency (r = .71–.89)
and test–retest reliability (r = .38–.87) (Kovacs, 1992).
M.S. Osborne, D.T. Kenny / Anxiety Disorders 19 (2005) 725–751 739
Table 7
MPAI-A descriptive statistics by gender and school grade
Gender Number Mean Standard deviation Minimum Maximum
Male 30 29.43 13.28 7 57
Female 34 38.24 15.21 5 72
Grade
8 27 35.04 14.32 5 69
9 13 29.31 17.19 7 61
10 17 35.71 15.36 9 72
12 7 35.57 12.58 20 53
Total 64 34.11 14.90 5 72
2.5.4. Results
Descriptive statistics for the MPAI-A are presented in Table 7. Distributions for
each variable were examined and no significant deviations from normality were
detected. The reduced 15-item scale again demonstrated acceptable internal
reliability for this sample (Cronbach’s a = .88). This sample evidenced much
lower scores on the MPAI-A than the criterion validity sample. As in the previous
sample, girls scored significantly higher than boys [t(62) = 2.45, P < .05].
Similarly, scores in this sample were lower on the social anxiety measures (see
Table 8). The mean value obtained for boys on the SPAI-C was half that obtained
in the criterion validity sample (see Table 4), although the gender difference in this
Table 8
Means and standard deviations for all scales by gender (norms in italics)
Scale Males Females Total sample
Mean S.D. Mean S.D. Mean S.D.
STAI 39.20 9.74 43.56 11.73 41.52 10.98
SPAI-C 4.94 3.45 9.88 10.41 7.41 8.03
SPAI 30.79 17.38 40.06 29.90 35.87 25.09
K-MPAI 34.10 19.69 50.74 26.19 42.94 24.65
YSR-externalising 13.93 8.92 14.12 8.05 14.03 8.40
11.6 7.0 10.3 6.3 – –
CDI-
Total 10.36 10.05 13.18 9.24 11.86 9.66
11.36 – 9.74 – 9.18 –
Negative Mood 1.86 1.86 2.62 2.12 2.26 2.02
2.41 – 2.35 – 2.38
Interpersonal Problems 1.03 1.67 0.79 1.12 0.90 1.40
1.02 – 0.64 – 0.81 –
Ineffectiveness 2.14 2.00 2.53 1.69 2.35 1.84
2.35 – 1.66 – 1.98 –
Anhedonia 3.17 3.31 3.60 2.77 3.40 3.02
3.60 – 3.34 – 3.46 –
Negative Self-Esteem 1.36 2.08 2.97 2.38 2.22 2.37
1.98 – 1.75 – 1.86 –
740 M.S. Osborne, D.T. Kenny / Anxiety Disorders 19 (2005) 725–751
sample was not significant [t(30) = 1.80, P > .05]. The female mean was
consistent on this measure across both samples, for both the SPAI-C and SPAI.
However, the boys’ scores on the SPAI were highly discrepant between samples. In
this sample, on average, boys scored much lower than girls, although the difference
was not significant [t(29) = 1.03, P > .05], whereas in the criterion validity
sample, boys scored significantly higher overall. Their mean score is almost 18
points higher than the current score. The STAI results are reasonably consistent
across both samples for boys and girls, who did not score significantly differently
from each other in this sample [t(62) = 1.60, P > .05]. Considering that this
convergent and discriminant validity analysis was conducted using NHSPA
students only, it was conceivable that these differences could be attributed to sample
differences. Therefore, criterion validity sample results for NHSPA only were
compared with the NHSPA data to determine whether values in this sample were
consistent for NHSPA students. Means and standard deviations for the SPAI-C in
the criterion validity sample were as follows: boys = 7.97 (S.D. = 9.96), girls = 9.97
(S.D. = 7.27), total sample = 8.93 (S.D. = 8.73). SPAI means and standard
deviations for boys = 49.74 (S.D. = 21.45), girls = 43.95 (S.D. = 21.23), and total
sample = 46.70 (S.D. = 21.26). Thus, NHSPA students obtained mean scores
comparable to all three high schools combined. Therefore, differences in this
sample cannot be attributed to differences in the three high school samples.
Boys scored lower than girls on the K-MPAI [t(62) = 2.84, P < .01], and
obtained much lower average scores than the girls on the CDI-Negative Self-
Esteem subscale [t(62) = 2.86, P < .01]. Norms for the STAI, SPAI-C and SPAI
are presented in Table 4. Norms for non-referred youth were used to compare the
YSR-Externalizing scale (Achenbach, 1991). Means for the CDI are given for the
age group 13–17 as presented in the test manual (Kovacs, 1992).
The percentage of this sample that met criteria for possible or probable social
phobia (Table 9) was much lower than the percentage of students participating in
the criterion validity sample (Table 5).
Table 9
Number of students (percentage in parentheses) meeting screening criteria for social phobia
Protocol Unlikely Social Phobia Possible Social Phobia
SPAI-C
Cutoff 18 30 (94%) 2 (6%)
Cutoff 20 30 (94%) 2 (6%)
Cutoff 15 30 (94%) 2 (6%)
Cutoff 13 27 (84%) 5 (16%)
Cutoff 10 26 (81%) 6 (19%)
SPAI 14 (45%) 17 (45%)
Mild possible = 10 (32%)
Possible = 6 (19%)
Probable = 1 (3%)
Combined SPAI-C and SPAI 44 (70%) 19 (30%)
Table 10
Correlations between MPA, trait, social anxiety, externalising and depression scales (r, n and P values, respectively)
K-MPAI STAI SPAI-C SPAI YSR-Ext CDI-Total CDI-NM CDI-IP CDI-IF CDI-AN CDI-NS
MPAI-A .69 .54 .65 .63 .128 .39 .48 .02 .21 .34 .50
64 64 32 31 64 64 64 64 64 64 64
<.001 <.001 <.001 <.001 .313 <.01 <.001 .874 .09 <.05 <.001
741
64
<.001
742 M.S. Osborne, D.T. Kenny / Anxiety Disorders 19 (2005) 725–751
Pearson’s correlations between the MPAI-A and STAI, SPAI-C and SPAI were
all slightly higher than obtained in criterion validity sample and all highly
significant (see Table 10). As hypothesized, correlations with the social phobia
measures were greater than with the STAI. The MPAI-A correlations with the
social phobia measures showed that these measures share approximately 40% of
their variance. The concurrent validity of the MPAI-A was established by a higher
correlation with the K-MPAI than any other measure. Discriminant validity was
established in two ways; firstly, by the very low and non-significant correlation
between the MPAI-A and the YSR-Externalizing scale, and secondly by the weak
correlations between the MPAI-A and the CDI-Total, Negative Mood and
Negative Self-Esteem subscales.
3. Discussion
The aim of this study was to develop and assess the psychometric properties of
a new scale of music performance anxiety for use with child and adolescent
musicians. To be considered a reliable and valid measure, a scale should
demonstrate good internal consistency, with an a of at least .9 when total test
scores are used in placement decisions (Salvia & Ysseldyke, 1988) and good
construct, concurrent and discriminant validity. Although validity coefficients in
the order of .3–.4 are considered high, and values >.6 are rare (Kaplan &
Saccuzzo, 1989) we considered a coefficient greater than or equal to .8 to be a
more stringent and appropriate criteria. Inter-correlations among items (the
internal consistency) may be used to support the assertion that a scale primarily
measures a single construct. Substantial relationships of a scale to other measures
that purportedly assess the same construct, and weaknesses of relationships to
measures of different constructs, support both the identification of constructs and
the differentiation (discrimination) between them (Standards for educational and
psychological testing, 1985).
The MPAI-A displayed a parsimonious three-factor structure of Somatic
and Cognitive Features, Performance Context and Performance Evaluation,
which together accounted for 53% of the variance. The majority of
the loading (43%) was attributed to the first factor, Somatic and Cognitive
Features. Interestingly there are some parallels between these factors and
those of the MPAQ, particularly between Somatic and Cognitive Features and
the MPAQ Factor 2 High standards/Judgmental attitudes toward performance,
and Performance Evaluation with the MPAQ Factor 5: Concern about
distraction in self and audience. These results are currently being cross
validated using a new sample of young American band musicians in Grades 6
and 7.
Reliability analyses demonstrate that the MPAI-A is a psychometrically robust
measure, with very good internal consistency (.91). The 15-item MPAI-A
achieved this same high level of internal reliability in the scale development and
M.S. Osborne, D.T. Kenny / Anxiety Disorders 19 (2005) 725–751 743
reliability samples, although it did reduce slightly to .88 in the concurrent and
discriminant validity sample.
Construct validity was demonstrated by the MPAI-A correlating most highly
with the adult measure of MPA, the K-MPAI, the least with the YSR, and
obtaining moderate and highly significant correlations with the STAI, SPAI-C
and SPAI. The MPAI-A shared between 18% and 44% of the variance with the
two measures of social phobia. These findings are at odds with previous
research that compared MPA and social anxiety. Huston (2001) found a
correlation in the order of .35 (12% of variance shared) and concluded that MPA
and social phobia were relatively unrelated. This difference may be attributable
to sample differences. Huston’s sample consisted of an older sample of
predominantly professional musicians with much performance experience,
where number of years playing an instrument was associated with lower rates of
MPA. Slightly weaker yet significant correlations were obtained with the CDI-
Total and CDI-Negative Self-Esteem scales, which is consistent with the
frequent comorbidity between anxiety, particularly social anxiety, and
depressive disorders (Essau, Conradt, & Petermann, 1999; Kerr, 2003).
Interestingly, this research replicated Ryan’s (1998) correlation between the
STAI and Negative Self-esteem in 12-year-old piano students, a finding that is
consistent across test and sports performance anxiety research, but equivocal in
the MPA field. McCoy (1999) did not find a significant relationship between the
two constructs, yet Sinden (1999) found self-esteem to significantly predict
MPA.
The significant weak to moderate correlations between the MPAI-A and the
CDI can be explained by virtue of anxiety and depressive disorders both
factoring on the internalizing syndrome of children’s behavioral and emotional
problems (Achenbach, 1991). Further, as measures of anxiety and depression
are highly intercorrelated in adults, adolescents, researchers have suggested
there is a general negative affectivity component that is common to both
anxiety and depression (Clark & Watson, 1991; Lonigan, Carey, & Finch,
1994).
The diagnosis of social phobia in this research was impeded not only by the
inconclusive screening cutoffs prescribed by the instruments themselves but also
by the inconsistent population social phobia morbidity rates found in other
research using different assessment tools (Essau et al., 1999; Kashani & Orvashel,
1990; Kerr, 2003).
SPAI-C normative results for females across the whole sample suggests
that a large proportion of females met criteria for social phobia, which
calls into question the validity of using 18 as a suggested cutoff, although
the social phobia absent group scored lower than the cutoff overall (Beidel et
al., 2000). The authors of the SPAI-C state that the development of separate
744 M.S. Osborne, D.T. Kenny / Anxiety Disorders 19 (2005) 725–751
for 15–19-year-olds assessed using the SPAI. Developmentally, this suggests that
rates of social phobia increase as people progress through adolescence, which is
consistent with previous research indicating social phobia onset in mid-to-late
adolescence (APA, 1995; Liebowitz et al., 1985; Turner et al., 1986). However,
considering the aforementioned psychometric problems with these tests, this
result needs to be treated cautiously.
The percentage of this sample who met criteria for possible or probable social
phobia in the convergent and discriminant validity sample was much lower than
the percentage in the criterion validity sample. These discrepancies can be at
least partially explained by the difference in the time of year that the studies were
conducted. The criterion validity study was conducted during the middle of Term
1 in the new school year, at the beginning of class assessments and concert
preparation. The convergent and discriminant validity study was conducted at
the end of the school year, in the week after the last major music and other
academic assessments, and in the third last week before the end of school year
and summer break. Students were less concerned about academic and social
pressures at this time than they had been at the start of the school year, and this
may have been reflected in their second group of scores. Consistent with
research by Bandura (1991), this may be a case where very small changes in
context or task-expectancy may change a person’s appraisal of a situation as
anxiety-provoking or not.
Although there are inconsistencies in the screening procedures for social
phobia using the SPAI-C and SPAI, the various investigations of unlikely-possible
social phobia percentages (particularly in Table 5) provide evidence for
substantially higher rates of social phobia in this sample of elite adolescent
performers than found in general adolescent epidemiological research.
Considering that Dadds et al. (1999) found that up to 54% of anxious children
can progress to a formal anxiety disorder in adulthood if left untreated, these
figures indicate a need for further research into valid and reliable assessments of
prevalence, prevention and early intervention of clinical levels of anxiety in this
population.
average than boys on both the SPAI-C and SPAI, although the differences were
not significant.
Levels of MPA are generally higher in women than men (Huston, 2001;
Steiner, 1998), although Ryan (2003) found a differential pattern of anxious
responding across boys and girls. Girls had substantially higher heart rates than
boys immediately prior to but not during performance. Boys had significantly
more anxious behaviors than girls both prior to, and during a performance.
Social/interpersonal anxiety is common for boys and girls as peers become the
increasing focus of attention (Kashani et al., 1989). Girls but not boys, become
increasingly concerned with age (Kashani et al., 1989). Girls also have
significantly greater fears of performing in front of others (Essau et al., 1999).
Consistent with these findings, girls obtained significantly higher MPAI-A
scores than boys.
3.4. Conclusion
This paper presents data on a new instrument for assessing MPA in adolescent
musicians. The MPAI-A is a 15-item self-report measure that assesses the
somatic, cognitive and behavioral components of anxiety experienced by
adolescent musicians. Although further research is needed to confirm its
discriminant, external and predictive validity, these initial studies indicate that the
MPAI-A is psychometrically robust according to current accepted standards
(Salvia & Ysseldyke, 1988). Consistent with previous research, there was a
moderate relationship between MPA and social phobia. Similarly, there was a
modest positive relationship between high in trait anxiety music performance
anxiety. There was a strong situational effect in the self-reporting of subjective
experience of anxiety according to the time of school year and related
performance demands. Situational factors appear to impact on the degree to which
young musicians report performance anxiety, and these deserve further research
attention. Additional questions regarding the basis of identified gender differences
and the developmental trajectory of performance anxiety from late childhood
through adolescence need further investigation to determine if possible protective
factors against MPA can be identified. The MPAI-A will be useful to pedagogues,
researchers and clinicians in the assessment and/or treatment of MPA in young
performers.
Acknowledgment
We wish to thank Associate Professor Ross G. Menzies for his advice on the
design of the convergent and discriminant validity study.
M.S. Osborne, D.T. Kenny / Anxiety Disorders 19 (2005) 725–751 747
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