Psychological Predictors of Music Performance Anxiety Among Vocal Students: A Gender-Based SEM Analysis

Maoqing Ye^*

• Institute of Higher Music Education, Zhejiang Conservatory of Music, China., Hangzhou, China

The main aim of this study is to examine how different sources of social support, specifically from parents, educators, and peers, influence key psychological constructs, including self-efficacy, self-worth, and intrinsic motivation, and how these constructs affect MPA among vocal music students. A cohort of 526 vocal music students in China was surveyed, comprising 51.3% males and 48.7% females, with a virtually equal distribution between undergraduate (55.3%) and postgraduate (44.7%) levels. The participants' ages ranged from 20 to 35 years. Structural Equation Modelling was employed to evaluate the data, uncovering significant gender disparities in the pathways connecting social support, mediators, and the dependent variable. The findings validated that self-efficacy, self-worth, and intrinsic motivation serve as mediators between social support and music performance anxiety, highlighting the complex interplay of social and psychological elements affecting anxiety in vocal performances. The mediating influence of self-efficacy corroborated prior research; however, the recognition of self-worth and intrinsic motivation as supplementary mediators offers novel insights into gender-specific pathways in music performance anxiety. The findings suggest that considering gender variations in the design of support programs may enhance their effectiveness in mitigating music performance anxiety. The study presents significant theoretical and practical implications for music educators, legislators, and university administrators, promoting customised interventions that incorporate social and psychological support to assist vocal music students in managing performance-related anxiety.