Journals Information
Universal Journal of Educational Research Vol. 13(5), pp. 83 - 89
DOI: 10.13189/ujer.2025.130501
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Time, Practice Quality, and Music Performance Anxiety among Student Musicians: A Six-Week Pre鈥揚ost Study
Ruiqi Gong *
Department of Music Education, School of Music, University of Kansas, United States
ABSTRACT
Existing empirical research in music education indicates that a continuous and structured practice pattern can significantly alleviate the performance anxiety of music students. Based on these pieces of evidence, this study investigates the relationship between practice time and students' nervousness levels during stage performances. The purpose is to determine whether increasing practice time reduces music performance anxiety (MPA) and to examine how factors such as practice quality and demographic characteristics influence this relationship. This study employed a six-week quantitative pre-post correlational design to examine the relationship between music practice time and performance anxiety. A total of 30 music students of varying gender and experience levels were recruited using snowball sampling. Participants used a digital tracking application to log their daily practice time, practice types (e.g., repertoire, technical exercises, improvisation), and perceived focus levels. In addition, they completed the Music Performance Anxiety Questionnaire (MPAQ) at both the beginning and end of the study period to measure changes in anxiety levels over time. Results showed that participants who practiced more hours per week, particularly those focusing on repertoire and improvisation, experienced greater reductions in anxiety compared to those who practiced less or focused on technical exercises. Further analysis revealed that female students and beginners showed a more significant reduction in anxiety after increasing their practice time, while male students and those with high proficiency showed smaller improvements. This study emphasizes that adjusting the practice time and rehearsal strategies according to individual characteristics, especially by incorporating activities that enhance musical expressiveness such as improvisation, is crucial for helping students effectively alleviate performance anxiety. These findings emphasize the importance of both consistent practice and purposeful practice strategies in managing performance anxiety.
KEYWORDS
Music Performance Anxiety, Practice Time, Student Musicians, Repertoire Practice, Demographic Moderators, Pre-Post Design
Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Ruiqi Gong , "Time, Practice Quality, and Music Performance Anxiety among Student Musicians: A Six-Week Pre鈥揚ost Study," Universal Journal of Educational Research, Vol. 13, No. 5, pp. 83 - 89, 2025. DOI: 10.13189/ujer.2025.130501.
(b). APA Format:
Ruiqi Gong (2025). Time, Practice Quality, and Music Performance Anxiety among Student Musicians: A Six-Week Pre鈥揚ost Study. Universal Journal of Educational Research, 13(5), 83 - 89. DOI: 10.13189/ujer.2025.130501.