Effects of educational music training on music performance anxiety and stress response among first-year undergraduate music education students

Abstract

Background: The effectiveness of educational music training in lowering stress and performance anxiety among first-year undergraduate music education students is an understudied area. The goal of this study was to determine if educational music training affects first-year undergraduate music education students' stress and anxiety associated with musical performance. Methods: A randomized controlled trial design was used in this study. A waiting list group of 35 students and an educational music training intervention group of 35 first-year undergraduate music education students were randomized for the study to commence. The Kenny music performance anxiety (MPA) scale and perceived stress scale (PSS) were used as outcome measures. Results: The findings show that, among first-year undergraduate music education students, educational music training decreased their stress level associated with music performance [F(1, 68)=390.751; P=.001, ηp2=0.270]. It was also found that after the educational music training, the students reported decreased anxiety level associated with music performance [F(1, 68)=1375.495; P=.001, ηp2=0.344]. Significant interaction effects of educational music training and time on students' stress [F(2, 68)=127.301; P=.001] and anxiety levels [F(2, 68)=260.535; P=.001] were also found. Conclusion: Educational music intervention can be successful as a means of reducing anxiety and stress in undergraduate music education students during the first year of study.