Author ORCID Identifier
Date Available
8-18-2025
Year of Publication
2025
Document Type
Doctoral Dissertation
Degree Name
Doctor of Philosophy (PhD)
College
Fine Arts
Department/School/Program
Music
Faculty
Dr. Martina Vasil
Faculty
Dr. David Miller
Abstract
Musical Performance Anxiety (MPA) is a multifaceted psychological condition that arises before, during, or after musical performance and presents a significant obstacle for young musicians, particularly secondary string students. Closely linked to the spotlight effect and social anxiety, MPA has worsened among youth following the COVID-19 pandemic due to decreased social interaction, both of which have had adverse effects on students’ mental health. Despite teachers’ awareness of MPA’s prevalence, music education programs often lack instruction in specific coping mechanisms to address it, and many students do not seek support or treatment.
The purpose of this study was to describe the experiences, perceptions, and coping mechanisms of secondary string students regarding MPA and self-efficacy for music performance within the context of their music education program. This qualitative study was guided by Bandura’s social cognitive theory (SCT) (1986, 1997, 2001). SCT emphasizes the interaction between personal beliefs, environmental factors, and behaviors on the one hand with self-efficacy, the belief in one’s ability to complete a task, on the other. This framework explores how students’ mastery experiences, vicarious learning, verbal persuasion, and emotional states shape their performance confidence and coping responses to anxiety-inducing situations.
The study addressed these five research questions: (1) How do secondary string students perceive their own MPA? (2) How do secondary string students describe the factors or situations that trigger MPA? (3) To what extent do secondary string students think self-efficacy for music performance helps them manage their MPA? (4) How do secondary string students build their self-efficacy for music performance? (5) What coping strategies do secondary string students use to manage MPA?
Data were collected through semi-structured interviews, rehearsal observations, and participant self-reflection journals. Analysis determined that all participants experienced MPA across physiological/behavioral (posture changes, sweating, fidgeting), cognitive (overthinking, memory lapses, self-doubt), and affective (avoidance) domains. Key triggers emerged, including self-doubt, fear of judgment, feelings of under-preparation, and high-pressure settings such as solo performances and large audiences. While each student experienced MPA, their coping strategies were highly individualized, shaped by factors such as internal motivation, goal orientation, feedback from teachers and peers, and structured performance opportunities. Self-efficacy emerged as the best strategy for both preventing and dealing with MPA before and during performances. Various strategies for developing self-efficacy were revealed: deliberate practice, mastery experiences, authentic social encouragement, and repeated exposure.
These findings suggest integrating explicit psychological skills training, authentic feedback, and confidence-building tasks into music curricula, as well as targeted professional development for educators to foster environments where technical and mental skills are addressed side by side. The research concludes that fostering self-efficacy is not simply necessary for technical mastery but is essential for supporting the emotional growth and long-term engagement of young string musicians. Future research should explore the longitudinal effects of such integrative approaches and their applicability across diverse school and community music programs.
This study supports the need for teacher training and a curriculum that addresses musical development’s psychological and technical aspects. Providing students with the tools to understand and manage their MPA and fostering environments that build self-efficacy in music performance can positively impact their long-term engagement, emotional resilience, and musical growth.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2025.445
Recommended Citation
Henton, Mary E., "Secondary String Students’ Perceptions of the Role of Self-Efficacy in Mitigating Their Musical Performance Anxiety: A Collective Case Study" (2025). Theses and Dissertations--Music. 278.
https://uknowledge.uky.edu/music_etds/278
