An Interpretative Phenomenological Analysis of Teacher Perspectives, Experiences, and Psychological Approaches Surrounding Music Performance Anxiety in Children

Abstract

Although music performance anxiety (MPA) is extensively studied in adult performers, there is limited research on its origins in childhood and it is crucial to address early MPA to prevent withdrawal from music performance. Predominantly quantitative work in this area can overlook varying perspectives and thought processes. Therefore, this study aimed to explore the perspectives, experiences, and psychological approaches of five experienced music teachers about children who exhibit MPA. Data were obtained through semi-structured interviews; following interpretative phenomenological analysis (IPA), three experiential themes were identified: (1) managing MPA is part of being a musician: (a) acceptance of MPA and (b) adaptive MPA; (2) children who suffer from maladaptive MPA have perfectionistic concern: fear of failure; and (3) improving musical self-efficacy to build adaptive MPA strategies: (a) verbal persuasion and (b) vicarious learning. Overall, our findings suggest that perfectionism and self-efficacy are implicated in MPA, whereby increased anxiety – discussed as being linked to concern with perfectionism – triggers maladaptive MPA. This study suggests that a non-clinical positive psychological coaching intervention, such as solution-focused coaching (SFC), could be a manageable and effective approach to manage maladaptive MPA symptoms in children in a one-on-one teaching setting.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 2 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.