Performance Anxiety and Academic Performance: Academic, Physical, and Psychological Effects in Students of Higher Studies in Music

TL;DR

This study explores how performance anxiety affects music students' academic performance and well-being, emphasizing the role of self-confidence and coping strategies.

Contribution

The study introduces a multidimensional approach to understanding MPA, highlighting self-confidence as a mediating factor and visualization as a coping strategy.

Findings

Cognitive anxiety is the main component of musical performance anxiety.

Self-confidence mediates the relationship between motivation and MPA.

Visualization is linked to motivation and coping strategies, varying by student specialty.

Abstract

Musical performance anxiety (MPA) is a common phenomenon among conservatory students that has direct effects on their academic performance and psychological well-being. This study examines the impact of MPA on students at the Conservatorio Superior de Música de Canarias, employing a multidimensional approach that integrates psychological variables, coping strategies, physical activity, and entertainment habits. The K-MPAI, DPAA, and MLTPAQ questionnaires were applied using descriptive analysis, nonparametric tests, correlations, and a mediation model. Cognitive anxiety was identified as the main component of MPA, while self-confidence acted as a protective and mediating factor against motivation. Visualization was associated with motivation and coping with differences by specialty (pedagogy and interpretation), and no links were found between physical activity and MPA. The results indicate the need for MPA to be addressed comprehensively, incorporating technical training, psychological support, and wellness strategies.

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