<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ming-Jiun Sung</style></author><author><style face="normal" font="default" size="100%">An-Fan Sung</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">FEMALE PRESERVICE TEACHERS’ ACHIEVEMENT GOALS AND PERFORMANCE ANXIETIES DURING IMPLEMENTING STEM EDUCATION PROJECTS FOR PRESCHOOL CHILDREN </style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">achievement goal</style></keyword><keyword><style  face="normal" font="default" size="100%">female preservice teacher</style></keyword><keyword><style  face="normal" font="default" size="100%">latent growth curve model</style></keyword><keyword><style  face="normal" font="default" size="100%">performance anxiety</style></keyword><keyword><style  face="normal" font="default" size="100%">preschool children</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1737055649.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">82</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Female preschool educators usually perceive themselves as less proficient in STEM, leading to heightened performance anxiety (PA), which in turn affects their achievement goals (AG). So, this study aims to examine the impact of PA on AG among female preservice preschool educators implementing STEM education projects. This research hypothesized that PA has both immediate and sustained effects on AG over multiple periods. Additionally, we posited that initial levels of PA and AG are interrelated and influence changes in each other over time. To test these hypotheses, data is collected from sixty female preservice preschool educators participating in a STEM education community for preschool children. Participants completed the Assessment Scale of STEM Education Learning Motivation for Preschool Teachers and the Assessment Scale of STEM Activity Performance for Preschool Teachers. The result of the path analysis model revealed satisfactory indices of goodness-of-fit, but the effects of PA on AG varied across different periods. The latent growth curve models also demonstrated a good fit, showing significant negative covariances between the intercepts and slopes of PA and AG. Specifically, PA exhibited a higher intercept but a lower slope compared to AG. The correlations between the intercepts and slopes of PA and AG were significant, though no significant connections were found between the intercepts and slopes of the two constructs. These findings suggest that while PA initially has a strong influence on AG, its impact diminishes over time, highlighting the complex and evolving relationship between PA and AG in preservice preschool educators engaged in STEM education projects. </style></abstract><issue><style face="normal" font="default" size="100%">6A</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">1049-1064</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Vaike  Kiik-Salupere</style></author><author><style face="normal" font="default" size="100%">Jaan  Ross</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TWO COMPLEMENTARY ASPECTS OF CONTEMPORARY VOCAL PEDAGOGY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">performance anxiety</style></keyword><keyword><style  face="normal" font="default" size="100%">vocal pedagogy</style></keyword><keyword><style  face="normal" font="default" size="100%">voice production</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1400134397.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">20</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Increasing competition among musicians on the contemporary scene means additional requirements in terms of preparing of versatile and competitive singers, i.e. students who have acquired stable and high-level technical skills and who cope with the competitive environment. Therefore the additional ability of the voice teacher emerges: that is to support the student emotionally in the lesson, and equip the student with knowledge to deal with performance anxiety. 
Semi-structured interviews were conducted with seven eminent voice teachers and interviews with an ad-hoc-designed questionnaire were conducted with the students of classical singing at the Estonian Academy of Music and Theatre (14), at the Tallinn Georg Ots High School of Music (13), and with the singers of the Estonian National Opera choir (30). The five-point balanced Likert scale was used in the questionnaire. The collected data were subject to statistical analysis. Cluster analysis was applied to those correlations in the obtained data, which were statistically significant (p&lt;0.05). 
Analysis of interviews and answers to the questionnaire demonstrated that besides to the training of technical skills, attention must be paid to the psychological training of classical singers. Results demonstrate that younger students tend to expect more care from their teachers than their older counterparts. Almost all of the respondents are willing to obtain more knowledge about how to learn to cope with stress. The voice teachers admitted that the majority of their students have problems with performance anxiety. Educational institutions which prepare music performers, including classical singers, have to ensure that their students achieve a high level of technical skills and that they have the necessary mental skills to deal with the performance situation.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">93-103</style></section></record></records></xml>