During the COVID-19 pandemic, virtual music instruction became commonplace. Considering the exposed nature and intent focus of participants in online video conferencing, we wondered whether students might experience music performance anxiety (MPA) in their virtual classes to a greater extent than in their in-person classes. Furthermore, we were interested to learn whether prior experience on the instrument/voice used in the online class, gender, and features of perfectionism were related to MPA in these two contexts. A total of 85 university music students completed online questionnaires about their experiences in online performance-based classes, including direct comparisons of their MPA when performing in online classes and in-person classrooms and two perfectionism subscales. Results revealed that online class performance evoked significantly higher MPA than in-person classes. Students performing on new instruments reported significantly higher MPA than those performing on familiar instruments. Concern about mistakes was related to MPA in both contexts. Gender differences were noted with regard to relationships between the measures. Concern about mistakes and instrumental experience were significant predictors of MPA in the online classroom. Implications for educators, administrators, and researchers are discussed.
Stored only when both papers are in the corpus — 8 citations exist upstream.
Imported from OpenAlex (CC0) — nothing here is generated.