Psychological predictors of music performance anxiety among vocal students: a gender-based SEM analysis

TL;DR

This study explores how social support and psychological factors affect music performance anxiety in vocal students, with gender differences observed in the effects of self-worth and motivation.

Contribution

The study introduces self-worth and intrinsic motivation as mediators in the relationship between social support and music performance anxiety, revealing gender-specific dynamics.

Findings

Self-efficacy, self-worth, and intrinsic motivation mediate the relationship between social support and music performance anxiety.

Female students showed stronger indirect effects through self-worth and intrinsic motivation compared to male students.

The findings suggest gender-responsive strategies are needed to address music performance anxiety in vocal students.

Abstract

This study examines how social support from parents, educators, and peers influences psychological factors—self-efficacy, self-worth, and intrinsic motivation—and how these, in turn, affect music performance anxiety (MPA) among vocal music students. It aims to identify both direct and indirect pathways through which social and psychological variables interact to shape MPA.

A total of 526 vocal music students from China participated in this study, with a balanced gender distribution (51.3% male, 48.7% female) and educational levels (55.3% undergraduates, 44.7% postgraduates), ranging in age from 20 to 35 years. Structural Equation Modeling (SEM) was used to test the hypothesised model, incorporating multi-group analysis to explore gender-based differences in pathways.

Findings confirmed that self-efficacy, self-worth, and intrinsic motivation significantly mediated the relationship between social support and MPA. Gender differences emerged in the strength and significance of these pathways, with female students showing stronger indirect effects, particularly through self-worth and intrinsic motivation.

This study validates the theoretical model, highlighting the importance of both social and psychological resources in managing performance anxiety. While the mediating role of self-efficacy aligns with existing research, the inclusion of self-worth and intrinsic motivation provides new insights into gender-sensitive dynamics of MPA. These findings offer practical implications for educators and policymakers in designing gender-responsive support strategies for vocal music students.

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