Higher Music Education Students' Experiences and Management of Performance Anxiety: A Qualitative Study

In the last few decades, scholars have increasingly turned to Music Performance Anxiety (MPA) as a topic of empirical inquiry. Existing research has shown that MPA is highly prevalent among both professional and student musicians; however, there has been limited qualitative inquiry into individual experiences and management of MPA in educational settings. In order to address this gap, the current thesis reports on a qualitative study conducted at a Higher Music Education Institution in Norway, exploring students’ experiences and management of MPA. In particular, the study investigated students’ MPA regulation efforts, namely their use of various coping strategies and the role of social and institutional support within educational settings. Data relevant to the coping strategies were analysed using an analytical framework of the socio-cognitive view of Self-Regulated Learning (SRL) proposed by Zimmerman (1989). A semi-structured interview approach was used as the main data collection method. Interviews were conducted with 10 students who, at the time, were enrolled as a performance major at their institution. Findings from this study indicated that manifestations of MPA varied widely among the participants. Some of the reported manifestations were not limited to the stage but also were experienced for days or weeks approaching a performance. The most common coping strategies mentioned were increasing individual practice time, mental skill practices—such as creating a map-overview of the repertoire—and playing mock performances for peers. Students unanimously mentioned that their musical and technical preparation was the key component in gaining self-confidence, leading to higher self-efficacy beliefs. As such, the role of self-efficacy beliefs in this study was identified to be one of the most important factors in the management of MPA. Within the self-regulation framework, these self-efficacy beliefs appeared to be shaped both during the preparation and post-performance reflection phases. In addition, teachers and peers were perceived as integral in sustaining students’ wellbeing and MPA regulation efforts. Consequently, students’ attitudes towards and management of MPA were highly influenced by the social support around them. In particular, the role of the instrumental teacher appeared to be highly significant. A positive teacher attitude towards the management of MPA encouraged students’ help-seeking efforts. Collectively, the findings of this study provide insight valuable to instrumental teachers and administrators seeking ways to support students’ health and emotional wellbeing. Higher Music Education Institutions should consider ways to support students’ self-regulation and emotion regulation efforts in the management of MPA through instructional approaches, and various performance-based practices