Page 173 - How to Shine on Stage
P. 173
Sarkar, M., & Fletcher, D. (2014). Psychological resilience in sport performers:
A review of stressors and protective factors. Journal of Sports Science, 32(15),
1419–1434.
Sawyer, K. (2015). Group flow and group genius. NAMTA Journal, 40(3), 29–52.
Schaefer, R. S. (2014). Mental representations in musical processing and their role
in action-perception loops. Empirical Musicology Review, 9(3–4), 161–176.
Schaffer, S. (1992). Analytical issues in the segmentation of atonal music: An investigation
based on selected pre-serial works of Schoenberg, Berg, and Webern. Indiana
University.
Schatt, M. D. (2011). Achievement motivation and the adolescent musician: A 171
synthesis of the literature. Research & Issues in Music Education, 9(1), 5.
Schiavio, A., & Menin, D. (2013). Embodied music cognition and mediation
technology: A critical review. Psychology of music, 41(6), 804–814.
Schiavio, A., Biasutti, M., van der Schyff, D., & Parncutt, R. (2020). A matter of
presence: A qualitative study on teaching individual and collective music
classes. Musicae Scientiae, 24(3), 356–376. Literature
Schiavio, A., van der Schyff, D., Biasutti, M., Moran, N., & Parncutt, R. (2019).
Instrumental technique, expressivity, and communication:
A qualitative study on learning music in individual and collective settings.
Frontiers in Psychology, 10, 737.
Schlenker, B. R. (1982). Translating actions into attitudes: An identity-analytic
approach to the explanation of social conduct. Advances in Experimental Social
Psychology, 15, 193–247.
Schlenker, B. R., & Leary, M. R. (1982). Social anxiety and self-presentation: A
conceptualization model. Psychological Bulletin, 92(3), 641–669.
Schmale, H., & Schmidtke, H. (1985). Der orchestermusiker: Seine arbeit und seine
belastung: Eine empirische untersuchung. Schott.
Schmidt, M. (2005). Individuation: Finding oneself in analysis - taking risks and
making sacrifices. Journal of Analytical Psychology, 50(5), 595–616.
Schnare, B., MacIntyre, P., & Doucette, J. (2012). Possible selves as a source of
motivation for musicians. Psychology of Music, 40(1), 94–111.
Schoen, M. (1940). The psychology of music: A survey for teacher and musician. Ronald.
Schn, D. A. (1983). The reflective practitioner: How professionals think in action. Basic
Books.
Schröder, H., & Liebelt, P. (1999). Psychologische phaenomen- und
bedingungsanalysen zur podiumsangst von studierenden an
musikhochschulen. Musikphysiologie und Musikermedizin, 6, 1–6.
Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational
Psychologist, 26(3–4), 207–231.
Schunk, D. H., & Pajares, F. (2001). The development of academic self-efficacy. In
A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 15–
31). Elsevier.
Schunk, D. H., & Zimmerman, B. J. (Eds). (1994). Self regulation of learning and
performance: Issues and educational applications. Lawrence Erlbaum.
Schunk, D. H., & Zimmerman, B. J. (1996). Modeling and self-efficacy influences
on children‘s development of self-regulation. In J. Juvonen & K. R. Wentzel

