MBTI-Informed Individualization in Conservatory Clarinet Lessons: Performance Change and Learner Perspectives
PSYCHOLOGY OF MUSIC, cilt.0, ss.1, 2026 (AHCI, SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 0
- Basım Tarihi: 2026
- Doi Numarası: 10.1177/03057356261478825
- Dergi Adı: PSYCHOLOGY OF MUSIC
- Derginin Tarandığı İndeksler: EBSCO Communication Source, Communication Source (EBSCO), Scopus, Music & Performing Arts Collection (ProQuest), Arts and Humanities Citation Index (AHCI), Social Sciences Citation Index (SSCI), IBZ Online, Periodicals Index Online, Communication Abstracts, Educational research abstracts (ERA), Music Index, Music Periodicals Database, Psycinfo, RILM Abstracts of Music Literature
- Sayfa Sayıları: ss.1
- Hacettepe Üniversitesi Adresli: Evet
Özet
As music education
increasingly emphasizes individualized and student-centered approaches, there
is interest in whether structured planning heuristics—such as MBTI-informed
strategies—can help organize and document instructional variation in one-to-one
settings. This study examined performance changes and learning experiences
observed during an MBTI-informed individualized instruction phase in
conservatory clarinet students. Using a mixed-methods sequential explanatory
design, we implemented a single-subject A–B phase comparison with six students.
Quantitative performance scores were examined via visual analysis and
nonoverlap indices, and qualitative data were collected through semi-structured
interviews and analyzed thematically. Performance scores were higher across
technical, musical, and overall domains from baseline (Phase A) to the
subsequent intervention phase (Phase B), with complete nonoverlap between
baseline and intervention observations. Interview data indicated perceived
increases in motivation and performance confidence, alongside reduced
performance-related anxiety. Taken together, these findings suggest that MBTI-informed
instructional planning may be a useful heuristic for organizing and documenting individualized adaptations in
one-to-one conservatory teaching. Findings are interpreted as exploratory;
while they indicate clear phase separation, they remain as preliminary evidence
of association rather than definitive causal effects, intended to inform
further research on individualized approaches in instrumental music pedagogy.