AUTHOR=Yang Yongde , Lei Peng , Huang Zumin , Yu Hongle , Zhang Huoyin 

TITLE=The impact of professional music performance competence on performance anxiety: the mediating role of psychological risk and moderating role of psychological resilience

JOURNAL=Frontiers in Psychology

VOLUME=Volume 16 - 2025

YEAR=2025

URL=https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2025.1565215

DOI=10.3389/fpsyg.2025.1565215

ISSN=1664-1078

ABSTRACT=IntroductionMusic performance anxiety (MPA) significantly impacts musicians’ wellbeing and career development, yet the complex interplay between professional competence, psychological risk, and resilience in MPA formation remains understudied.MethodsThis research investigated these mechanisms through a moderated mediation model among 609 music major students (70.9% female; M age = 20.96 years, SD = 4.52). Participants completed a comprehensive assessment battery including the Professional Questionnaire for Musicians (PQM), Psychological Risk Questionnaire for Musicians (PRQM), Kenny Music Performance Anxiety Inventory (K-MPAI), and Connor-Davidson Resilience Scale (CD-RISC). Data were analyzed using SPSS 26.0 and PROCESS macro (Model 7).ResultsAnalysis revealed significant negative correlations between professional competence and both performance anxiety (r = −0.252, p < 0.01) and psychological risk (r = −0.448, p < 0.01). Psychological risk significantly mediated the relationship between professional competence and performance anxiety (indirect effect = −0.171, 95% CI [−0.243, −0.099]). Notably, psychological resilience moderated this indirect effect (moderation effect = 0.188, 95% CI [0.092, 0.284]), with the relationship being strongest at low resilience levels (β = −0.881, p < 0.001) and weakest at high resilience levels (β = −0.693, p < 0.001).DiscussionThese findings validate a complex mechanism wherein professional competence influences performance anxiety through psychological risk, with psychological resilience serving as a crucial moderating factor. The results emphasize the importance of developing multidimensional intervention strategies and provide empirically-grounded guidance for music education practice, suggesting that enhancing both professional competence and psychological resilience may effectively reduce performance anxiety through the mitigation of psychological risk.