2026-10-09T17:12:37Z https://api.figshare.com/v2/oai

oai:figshare.com:article/32805209 2026-10-01T16:17:30Z portal_1172 item_type_8 month_year_10_2026

The impact of teaching strategies on music performance anxiety among piano students in China Yifan Shi (4269262) PUREID: 668199850 Music music performance music performance anxiety music pedagogy diverse teaching strategies China Chinese traditional values perfectionism music education dalcroze eurhythmics Orff Approach Kodály method well-being engagement Music Performance Anxiety (MPA) is a prevalent yet often overlooked issue among music students, particularly in highly competitive conservatory settings in China. While previous studies have primarily focused on psychological and therapeutic interventions, limited empirical research has examined how instructional strategies might alleviate MPA. This study addresses that gap by investigating the impact of diversified pedagogical approaches on piano students’ anxiety, confidence, and learning engagement within the context of Chinese higher music education.<br><br>Adopting a mixed-methods design, the research combined quantitative data from a 62-item questionnaire (n = 52) with qualitative insights drawn from classroom observations and semi-structured interviews. Correlation and regression analyses revealed significant negative relationships between MPA and diverse teaching methods, effective expectation management, and alignment with Chinese traditional values. Students who experienced interactive, experiential, and cooperative learning environments reported lower anxiety and greater self-efficacy. Conversely, perfectionistic tendencies were associated with increased stress and performance-related difficulties.<br><br>The qualitative findings further demonstrated that emotional support, dialogic interaction, body movement, and group participation fostered resilience and reduced fear of failure. Integrating these results, the study developed a contextualised instructional model that synthesises international pedagogical frameworks, and other useful pedagogies with Chinese traditional values of diligence, perseverance, and collective responsibility.<br><br>This study contributes new empirical evidence showing that teaching itself can serve as an effective intervention for managing MPA. It extends current understanding by bridging psychological theory, pedagogical practice, and cultural context, offering actionable insights for music educators seeking to promote both artistic performance and emotional wellbeing. 2026-10-01T16:17:30Z Text Thesis 10.17034/32805209.v1 https://figshare.com/articles/thesis/The_impact_of_teaching_strategies_on_music_performance_anxiety_among_piano_students_in_China/32805209 All Rights Reserved