The Relationship between Taking Propranolol Related to Music Performance Anxiety and Stress Coping Model in Art High School Students Majoring in Music

Abstract

The Relationship between Taking Propranolol Related to Music Performance Anxiety and Stress Coping Model in Art High School Students Majoring in Music Abstract Background: In order to verify the effect of taking propranolol to overcome music performance anxiety in art high school students, Lazarus and Folkman’s stress coping models were applied to classify stress coping types into active and passive coping groups and determine what factors influenced whether or not propranolol was taken. Methods: Descriptive statistics analysis was conducted to identify the general characteristics of 394 art high school students. Chi-square test and independent t-test were conducted to verify the difference between music performance anxiety and related factors according to the stress coping model. Binary logistic regression analysis was performed to analyze the factors influencing whether propranolol was taken according to the stress coping model. Results: The active coping group were higher at 62.4% compared to the 37.6% of the passive coping group. Male students had a significantly higher rate of active response than females. In the case of the passive coping group, music performance anxiety, perfectionism, anxiety, and avoidance were significantly higher. The propranolol-dosing group had more practice time than the non-dosing group. The active coping group showed a positive correlation with the practice time according to whether propranolol was taken, and the passive coping group showed a negative correlation with avoidance. Conclusions: It was confirmed that the use of propranolol to overcome music performance anxiety differed according to the stress coping model. Clinical suggestions were presented for the need for cognitive behavioral therapy on intervention measures to overcome music performance anxiety.