Delving into the structural model of students’ music performance anxiety, self-efficacy, and motivation based on a self-determination theory

Abstract

Musical Performance Anxiety (MPA) is a multifaceted issue that exists on a spectrum of severity, necessitating an exploration of the underlying factors that hinder or reduce it within musical educational environments. Self-efficacy and motivation are widely recognized as significant determinants in the context of musical performance. Motivation has been a focal point in music education research, underscoring its importance in educational psychology and other skill-based performance domains. A comprehensive understanding of motivation is essential for elucidating students' achievements, performance, well-being, and intentions in music education. This study aims to investigate the impact of music students' self-efficacy and motivation on their MPA by analyzing data from 557 music participants who completed scales related to self-efficacy, motivation, and MPA. The research had a correlation-based research approach, typical in descriptive quantitative studies. The findings indicated that there exists a notable negative correlation between self-efficacy and MPA, as well as between motivation and MPA. In contrast, a substantial constructive correlation emerged between motivation and self-efficacy, indicating the interrelated nature of these constructs within the context of the study. The findings of the study through Structural Equation Modeling (SEM) indicated that a substantial proportion, estimated at around 54 %, of the variability evident in MPA among music students can be ascribed to the collective impact exerted by their levels of self-efficacy and motivation. Indeed, higher levels of self-efficacy and motivation are associated with lower degrees of MPA, suggesting that nurturing these attributes could potentially enhance music students’ overall performance. The paper provides recommendations for teaching participants in musical education.