Social support in university music students’ coping with performance anxiety: people, strategies and performance situations

How do college musicians self-manage musical performance anxiety: Strategies through time periods and types of performance

“…For instance, the BBC radio programme Music Matters discussed mental health issues from the varied perspectives of psychotherapists, scientists and conservatoire students. Among musicians' mental health and well-being issues, musical performance anxiety (MPA) has been reported in the contexts of Europe, the Americas, Asia and Oceania (Fehm & Schmidt, 2006;Huang, 2005;Kokotsaki & Davidson, 2003;Patston, 2014). MPA, often known as 'stage fright', has been described as a state of arousal and anxiety occurring before or while a person is performing in front of an audience, engaging in an activity that touches on his or her self-esteem (Kesselring, 2006).…”

“…For example, Roland (1994) and Fehm and Schmidt (2006) reveal that individual musicians used various personal strategies to cope with MPA, and the strategies were used differently during different time periods of performance preparation. Among the existing literature, numerous studies focus on college musicians (Fehm & Schmidt, 2006;Huang, 2005;Kokotsaki & Davidson, 2003;Williamon et al, 2014). Yet what has been less examined is how college musicians develop their own strategies to selfmanage MPA and how far these strategies help them in coping with MPA.…”

Teachers' approaches to music performance anxiety management: a systematic review

“…In this review and the literature, the terms “strategies”, “MPA management strategies”, “coping skills”, “coping strategies”, and “coping tools” have been most commonly used to refer to the ways in which educators have supported their students with MPA (Moura and Serra, 2021 ; Gill et al, 2022 ; Huang and Yu, 2022 ; MacAfee and Comeau, 2022 ). Arguably, however, the strategies are multifunctional, in that they enhance both performance skills and MPA management (Huang and Yu, 2022 ), so it might be more appropriate to identify these strategies as coinciding with the regular teaching practice of the educator, which indirectly influences MPA, rather than explicit strategies. This reflects a finding identified by Huang and Yu ( 2022 ), that several students felt their teachers were not aware of their role in supporting their students with MPA management, but rather, they supported their students in an implicit way as the strategies were already embedded into their regular pedagogical process.…”

“…Arguably, however, the strategies are multifunctional, in that they enhance both performance skills and MPA management (Huang and Yu, 2022 ), so it might be more appropriate to identify these strategies as coinciding with the regular teaching practice of the educator, which indirectly influences MPA, rather than explicit strategies. This reflects a finding identified by Huang and Yu ( 2022 ), that several students felt their teachers were not aware of their role in supporting their students with MPA management, but rather, they supported their students in an implicit way as the strategies were already embedded into their regular pedagogical process. For example, preparation, which involves task-oriented strategies such as technical drills, mastering specific phrases, slow practice, and repetition (Moura and Serra, 2021 ), is often a teacher's priority, regardless of their students' MPA situation.…”

An empirical study of music performance anxiety under evaluation concerns in a stage environment

“…Multiple regression analysis was conducted to examine the effect of evaluation concerns perfectionism on performance anxiety, and the overall level results are shown in Table 4, with a descriptive power of approximately 37.1% for the regression model, with perfectionism of rating concerns as an independent variable and performance anxiety as a dependent variable, statistically β = .478, t = 24.674 (p ≤ .001), with a significant positive (+) effect factor, indicating that high perfectionism of rating concerns elevates performance anxiety [12][13][14][15]. 608.824(≤.001) Among the evaluation concerns perfectionism subvariables, concerns about lapses, doubts about execution, socially compulsive perfectionism as independent variables, and performance anxiety as dependent variables, the overall significant F=206.527 (p≤.001) model of the regression was analyzed as socially compulsive perfectionism β=0.382, t=12.047 (p≤.001) with a significant positive (+) influencing factor with the highest influence on performance anxiety, followed by worry about mistakes β=0.337, t=9.432 (p≤.001), with significant positive (+) influence, and finally doubt about execution β=0.129, t=2.268, (p≤.001), with significant positive (+) influence, with an explanatory power of 47.6%, indicating that worry about mistakes, doubt about doubt about execution, and socially compulsive perfectionism all elevate performance anxiety, and in terms of magnitude of influence, socially compulsive perfectionism has the highest influence on performance anxiety, followed by concern about lapses, and finally doubt about execution [16][17][18][19][20][21][22][23] , as shown in Table 5.…”