The Influence Mechanism of Personality Traits and Teacher Support on Vocal Performance of University Vocal Music Students

Mengying Hu; Geetha  Noryati Alias

doi:10.71204/0a06ct44

Authors

Mengying Hu SEGi University Author
Geetha Noryati Alias SEGi University Author

DOI:

https://doi.org/10.71204/0a06ct44

Keywords:

Personality Traits, Teacher Support, Vocal Performance, Influence Mechanism, Qualitative Research

Abstract

This study explores how student personality traits and teacher support influence vocal performance. Qualitative analysis reveals that teacher support significantly affects vocal performance differently depending on student personality traits. Findings indicate that personalized teacher support enhances vocal performance based on students' traits, offering practical guidance for improving vocal education practices. This study aims to uncover how student personality traits and teacher support impact vocal performance and provide insights for personalized vocal education. Qualitative methods were employed, including interviews and observations with students and teachers at a conservatory. Data analysis identifies how different types of teacher support affect students with varying personality traits. Teacher support significantly influences vocal performance, with different impacts based on personality traits. Extraverted students benefit from emotional support, while introverted students respond better to detailed guidance. Educators can enhance vocal performance by tailoring support strategies to individual personality traits. The findings also suggest developing personalized teacher training to improve support effectiveness. This study offers new insights into how personality traits and teacher support affect vocal performance, improving vocal education practices and contributing to educational policy development and innovation.

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