IV : PERFORMANCE ANXIETY
1.)
ARTICLE TITLE:
Exploring Music Performance Anxiety Among Fine Arts High School Music Department
Students in Turkey
AUTHOR/S & YEAR:
Gülnihal Gül, Melike Çakan Uzunkavak, & Doruk Engür (2024)
DEFINITION:
Performance anxiety is a psychological condition that prevents musicians from
demonstrating their full potential during public performances. It can negatively affect
students' academic performance, musical development, and future professional careers,
making it important to identify the factors that contribute to this anxiety.
INDICATORS:
1.) Music Performance Anxiety Inventory (MPAI) scores
2.) Level of anxiety while performing on stage
3.) Stage fright during musical performances
4.) Emotional and psychological reactions before and during performances
FACTORS:
1.) Major instrument (students playing bowed string instruments showed higher anxiety)
2.) Gender (female students reported higher anxiety than males)
3.) Stage experience (students with more performance experience had lower anxiety)
4.) Grade Point Average (GPA) (examined as a possible influencing factor)
5.) Age (found to have no significant effect on performance anxiety)
EFFECTS:
1.) Prevents students from performing to their full potential.
2.) Negatively affects music education and learning outcomes.
3.) May have long-term effects on students' future professional careers as musicians.
4.) Higher anxiety may reduce confidence and the quality of stage performance.
2.)
ARTICLE TITLE:
Effects of Educational Music Training on Music Performance Anxiety and Stress
Response Among First-Year Undergraduate Music Education Students
AUTHOR/S & YEAR:
Nwokenna, E. N., Sewagegn, A. A., & Falade, T. A. (2022)
DEFINITION:
A state of intense apprehension and heightened anticipation associated with musical
performances. It is associated with negative cognitions and physical symptoms that
result from psychological distress.
INDICATORS:
Physical/behavioral symptoms of MPA:
1.) Shaking hands
2.) Sweating
3.) Gnawing at nails.
FACTORS:
Determinants of MPA are described as "numerous and interrelated" including:
1.) Heredity
2.) Environmental triggers
3.) Individual's experience
4.) Emotions
5.) Cognition
6.) Behavior
Psychological/physiological causes
1.) Sadness
2.) Anxiety over criticism
3.) Social Aversion
4.) Poor accomplishment motivation
5.) Drug use
EFFECTS:
1.) Stress and Anxiety are linked to increase in amygdala activity in the brain.
2.) High levels of stress have been linked to: cardiovascular disease, persistent pain,
anxiety disorders, depression, burnout and addictions.
3.)
ARTICLE TITLE:
Classifying Different Types of Music Performance Anxiety
AUTHOR/S & YEAR:
Spahn, C., Krampe, F., & Nusseck, M. (2021)
DEFINITION:
Music Performance Anxiety (MPA) is not just one single problem—it is a mix of anxious
feelings, negative thoughts, and physical reactions that musicians feel before, during, or
after performing. This study classifies it into three distinct types based on how anxiety,
coping skills, and self‑efficacy (belief in one’s own ability) change over time, rather than
treating all anxiety as the same.
INDICATORS:
1.) Very low anxiety; high self‑efficacy; calm and steady throughout; good coping skills.
2.) Starts with moderate anxiety; anxiety rises while performing, but still has fair
confidence.
3.) Starts with high anxiety; gets worse during and after performing; low self‑efficacy and
weak coping.
4.) Common signs: nervousness, negative thoughts, shaking, racing heart, doubt in
one’s skills.
FACTORS:
1.) Self‑efficacy / confidence level (biggest factor)
2.) Age and experience
3.) Type of instrument or role (solo vs group)
4.) Gender
5.) How important the performance feels to the person
EFFECTS:
1.) Lowers performance quality if anxiety is high
2.) Reduces self‑confidence and trust in one’s skills
3.) Makes performers judge their own work more harshly
4.) Affects how musicians view their career and love for performing
5.) Shows that high self‑efficacy acts as a shield, even if you feel nervous, confidence
helps you perform well.
4.)
ARTICLE TITLE:
Design and Evaluation of a Collective Preventive Program for Musical Performance
Anxiety (ConfiDance)
AUTHOR/S & YEAR:
Gómez‑López, B., & Sánchez‑Cabrera, R. (2024)
DEFINITION:
usic Performance Anxiety (MPA) is a subtype of social anxiety involving intense fear,
M
worry, and physical tension when performing publicly. It goes beyond normal
nervousness—when it becomes too strong, it disturbs emotional balance and lowers
performance quality. This study presents ConfiDance, a group‑based preventive
program combining cognitive strategies, mindfulness, body awareness, and creative
activities to build confidence and acceptance before anxiety becomes severe.
INDICATORS:
1.) Cognitive: Fear of judgment, negative thoughts, perfectionism, worry about making
mistakes
2.) Physical: Fast heartbeat, shaking, sweating, tight muscles, dry mouth
3.) Emotional: Overwhelming fear, shame, loss of enjoyment in performing
4.) Behavioral: Avoiding recitals, holding back while playing/singing
FACTORS:
1.) Lack of training in handling emotions or mental skills
2.) High pressure and perfectionist standards
3.) Gender (female musicians reported higher anxiety)
4.) Focus only on technical skills, not mental readiness
5.) Fear of being evaluated or criticized
EFFECTS:
1.) Significantly lowers performance quality and musical expression
2.) Reduces self‑esteem, confidence, and love for performing
3.) Can make performers avoid opportunities or even quit music
4.) The ConfiDance program showed large positive effects: anxiety dropped clearly,
confidence rose, and improvements stayed strong even after one year.
5.)
ARTICLE TITLE:
From the Wings to the Stage and Beyond: Performance Anxiety and Flow in UK
Vocational Dance Students
AUTHOR/S & YEAR:
Clegg & Clements (2024)
DEFINITION:
Performance anxiety is the experience of anxiety symptoms in high pressure situations
where the individual is expected to produce an optimal performance.
INDICATORS:
The study shows two major indicators:
1.) Cognitive Anxiety
· Negative thoughts
· Worrying
· Fear of mistakes
2.) Somatic Anxiety
· Sweating
· Shaky feeling
· Increased heart rate
FACTORS:
1.) Internal Factors
· Perfectionism
· Self-confidence
· Perception of one’s skills
2.) External Factors
· Audience
· Competition
· Teacher expectations
EFFECTS:
1.) Negative
· Reduced confidence
· Lower well-being
· Poorer performance
2.) Positive
· Adrenaline
· Increased concentration
· Increased energy
6.)
ARTICLE TITLE:
Acceptance and Commitment Coaching for Music Performance Anxiety: Piloting a
6-Week Group Course With Undergraduate Dance and Musical Theatre Students
AUTHOR/S & YEAR:
Mahony S., Juncos, D. & Winter, D. (2022).
DEFINITION:
Music Performance Anxiety (MPA) is a form of social anxiety experienced before or
during performances.
INDICATORS:
1.) Cognitive Symptoms:
· Negative thoughts
· Overthinking
· Fear of failure
2.) Psychological Symptoms:
· Rapid heartbeat
· Sweating
· Shaking
3.) Behavioral Symptoms
· Avoiding performances
· Restless movements
· Anxious behavior
FACTORS:
1.) Age
2.) Lack of experiences
3.) High expectations
4.) Competitive environment
5.) Fear of evaluation
6.) Perfectionism
7.) Comparison with other students
EFFECTS:
1.) Reduced performance quality
2.) Reduced self-confidence
3.) Affects psychological flexibility
7.)
ARTICLE TITLE:
Performance Anxiety in Young Contemporary Musicians
AUTHOR/S & YEAR:
Charlene Ryan (2021)
DEFINITION:
Performance anxiety refers to the anxiety experienced by young contemporary
musicians before or during live performances, often characterized by excessive worry
about performance outcomes and audience evaluation.
INDICATORS:
1.) Cognitive Symptoms
· Excessive worry about performance
· Fear of audience evaluation
· Overthinking after performances
· Self-judgment
2.) Physical Symptoms
· Increased heart rate
· Muscle tension
· Dry mouth
· Shaking or trembling
· Upset stomach
3.) Behavioral Symptoms
· Difficulty concentrating
· Making mistakes during performances
· Avoiding some performance opportunities
FACTORS:
1.) Fear of negative audience evaluation
2.) Fear of making mistakes
3.) Solo performance settings
4.) Self-imposed pressure
5.) Gender differences (female participants reported higher anxiety)
previous performance experiences
EFFECTS:
1.) Reduced concentration and focus
2.) Decreased performance quality
3.) Excessive rumination after performances
4.) Avoidance of some performances
5.) Increased physical stress responses
6.) Continued anxiety despite ongoing performance experience.
8.)
ARTICLE TITLE:
The Effects of High School Instrumental Music Performance Anxiety on the Accelerated
Recovery of Social Anxiety
AUTHOR/S & YEAR:
Staci Hatmaker (2023)
DEFINITION:
Music Performance Anxiety (MPA) is a situational form of anxiety experienced before or
during musical performances. While a moderate level of arousal may enhance
performance, excessive anxiety can interfere with cognitive functioning and reduce
performance quality.
INDICATORS:
1.) Cognitive Symptoms
· Excessive worry
· Difficulty concentrating
· Cognitive interference
· Fear of evaluation
2.) Psychological Symptoms
· Heightened anxiety
· Emotional distress
· Feelings of pressure
· Perfectionistic thinking
3.) Physical Symptoms
· Increased physiological arousal
· Performance-related stress responses
· Nervousness before performances
FACTORS:
1.) Social anxiety disorder
2.) Generalized anxiety disorder
3.) Perfectionism
4.) Trait anxiety
5.) Fear of negative evaluation
6.) Performance pressure
EFFECTS:
1.) Reduced performance quality
2.) Impaired concentration
3.) Increased cognitive-behavioral interference
4.) Affects overall mental well-being
5.) Repeated performance experiences may improve resilience and help reduce
symptoms of social anxiety over time
9.)
ARTICLE TITLE:
Time, Practice Quality, and Music Performance Anxiety Among Student Musicians: A
Six-Week Pre–Post Study
AUTHOR/S & YEAR: Ruiqi Gong (2025)
DEFINITION: (Music Performance Anxiety)
It is a widespread issue affecting musicians' physical and mental well being. Heightened
muscle tension and fear of judgement can impair a musician's technical execution and
expressive quality.
INDICATORS:
1.) Fear of negative evaluation (cognitive)
2.) Muscle tension (somatic)
FACTORS:
1.) Practice Time- categorized into:
· Low practice (1-3 hours/week)
· Moderate Practice (4-7 hours/week)
· High practice (8+ hours/week)
2.) Practice Type/Quality
· Repertoire practice
· Improvisation
· Technical exercise (e.g., scales, sight-reading)
3.) Demographic Moderators
· Gender (Female and male)
· Experience level (beginners and advance)
· Age (18-22)
· Personality traits (e.g., introversion, perfectionism)
EFFECTS:
1.) Participants in the moderate and Higher practice groups showed a notable decrease
in MPAQ scores, while the Low practice group showed only minor alterations.
2.) The High Practice group had the greatest MPA reduction.
3.) Female participants in the high practice group had a greater MPA reduction than
male participants.
4.) Beginners in the High Practice group had a greater MPA reduction than advanced
musicians.
DV : SELF-ESTEEM
1.)
ARTICLE TITLE:
Examining the Dynamics of the Dramatic Arts on Self-Esteem of College Students
AUTHOR/S & YEAR:
Mary Lynn P. Bos (2023)
DEFINITION:
Self-esteem refers to a person’s confidence, self-worth, and positive view of themselves.
According to the article, participating in dramatic arts helps students develop a healthier
self-esteem through personal growth and self-expression.
INDICATORS:
1.) Self-confidence
2.) Communication skill
3.) Social skills
4.) Personal development
5.) Emotional expression
FACTORS:
1.) Participation in dramatic arts
2.) Drama activities
3.) Self-expression through acting
4.) Learning through theater experiences
EFFECTS:
1.) Increases self-esteem
2.) Improves self confidence, communication skills.
3.) Develops social skills
4.) Helps students express their emotions
5.) Reduces stress
6.) Builds stronger relationships with others
7.) Supports emotional, social, and academic development.
2.)
ARTICLE TITLE:
Student Self-Esteem in Music Education Contexts: A Systematic Literature Review
AUTHOR/S & YEAR:
Xin Jiang & Yanli Tong (2025)
DEFINITION (Self-Esteem):
According to Jiang and Tong (2025), self-esteem is an individual’s overall evaluation of
self-worth, referring to how people value, respect, and perceive themselves. It is
considered a core concept in educational and social psychology and is closely related to
mental health, academic achievement, self-efficacy, and emotional well-being. The
authors also explain that self-esteem can be global (overall self-worth) or
domain-specific, such as music self-esteem, which refers to a student’s evaluation of
their musical abilities and competence.
INDICATORS:
1.) Overall self-worth
2.) Self-confidence
3.) Self-efficacy
4.) Perceived competence or ability (especially in music)
5.) Positive self-concept
6.) Sense of belonging and social acceptance
FACTORS:
The article states that students’ self-esteem is influenced by:
1.) Participation in music education
2.) Skill development and mastery
3.) Positive learning experiences
4.) Social interaction and collaboration
5.) Motivation and achievement
6.) Psychological factors (especially self-efficacy)
7.) Demographic factors (such as age and gender)
EFFECTS:
The review found that higher self-esteem is associated with:
1.) Better mental health
2.) Higher academic achievement
3.) Greater self-confidence
4.) Reduced performance anxiety
5.) Better emotional regulation
6.) Stronger social relationships and sense of belonging
7.) Increased motivation and engagement in learning.
3.)
ARTICLE TITLE:
Exploring the Influence of National Music Lessons on Subjective Well-Being,
Self-Esteem, and National Identity Among University Students: A Case Study from China
AUTHOR/S & YEAR:
Fu, H. & Tu, J. (2023)
DEFINITION:
N/A
INDICATORS:
1.) Self-worth
2.) Self-confidence
3.) Self-acceptance
4.) Self-competence
5.) Self-value
FACTORS:
1.) Music education
2.) National music lessons
3.) National identity
4.) Subjective well-being
5.) Emotional experiences
6.) Positive affect
7.) Negative affect
EFFECTS:
1.) Higher self-esteem is associated with better mental health.
2.) Higher self-esteem is linked to greater happiness and healthier lifestyles.
3.) Higher self-esteem predicts higher subjective well-being.
4.) However, this study found that the 8-week national music lessons did not significantly
improve students' self-esteem.
4.)
ARTICLE TITLE:
Lights, Camera, Confidence: The Effects of Theatre on Self-Esteem
AUTHOR/S & YEAR:
Savatgy, M. (2022)
DEFINITION:
Self-esteem is defined as a person's confidence or satisfaction in oneself. It reflects how
individuals perceive their own worth, abilities, and value.
INDICATORS:
1.) Self-confidence
2.) Sense of belonging
3.) Self-worth
4.) Confidence in one's abilities
5.) Positive self-perception
6.) Self-efficacy
FACTORS:
1.) Theatre education
2.) Theatre training
3.) Drama therapy
4.) Communication skills
5.) Social interaction
6.) Empathy
7.) Creativity
8.) Supportive environment
9.) Performance experience
EFFECTS:
1.) Improves self-esteem
2.) Increases self-confidence
3.) Enhances communication skills
4.) Develops empathy
5.) Strengthens social skills
6.) Encourages a sense of belonging
7.) Improves self-efficacy
8.) Helps individuals become more confident both personally and socially
5.)
ARTICLE TITLE:
Exploring the Transformative Influence of Dramatic Arts Education on Academic
Achievement and Personal Development of Grade 10 Students
AUTHOR/S & YEAR:
Sincuba, L. (2024)
DEFINITION:
Self-esteem is part of an individual's personal development that reflects confidence in
one's abilities and self-worth. The study suggests that dramatic arts education helps
students develop greater self-confidence, emotional growth, and personal competence.
INDICATORS:
1.) Self-confidence
2.) Personal development
3.) Communication skills
4.) Creativity
5.) Critical thinking
6.) Problem-solving skills
7.) Leadership skills
8.) Teamwork
9.) Discipline
10.) Social skills
FACTORS:
1.) Participation in dramatic arts education
2.) Role-playing and performances
3.) Active classroom participation
4.) Teacher support
5.) Parental influence
6.) Experiential learning
7.) Collaborative activities
EFFECTS:
1.) Increased self-confidence
2.) Improved communication skills
3.) Enhanced creativity
4.) Better critical thinking and problem-solving
5.) Improved teamwork and leadership
6.) Positive behavioral changes
7.) Improved academic performance
8.) Holistic personal development