Frontiers in psychology · 2026
Chinese adolescents' experiences of performance confidence and anxiety and the role of instrumental teacher support.
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Zhang Yaxin, Norton Naomi
Аннотация
INTRODUCTION: This study explores adolescents' experiences of performance confidence and anxiety, particularly focusing on their perceptions of instrumental teacher support in relation to confidence-building and anxiety management in the Chinese context.
METHODS: A total of 144 adolescents aged 12-18 completed an online survey that included the Kenny Music Performance Anxiety Inventory for Adolescents (K-MPAI-A) and open-ended questions regarding help-seeking behaviors and perceived instrumental teacher support.
RESULTS: Most adolescents had experienced performance-related worry, nervousness, or anxiety, and over half of those who had such experiences reported engaging in help-seeking and perceived at least some level of instrumental teacher support for building confidence and managing anxiety. Results of the K-MPAI-A indicate low to moderate overall scores in this sample with cognitive concerns scoring higher than the other dimensions. Older age was positively associated with higher K-MPAI-A scores, whereas adolescents' perceptions of instrumental teachers providing support were negatively associated with reports of K-MPAI-A scores. Self-reported music grades were also negatively associated with K-MPAI-A scores indicating a significant group difference showing that beginner to intermediate pupils reported higher scores than those who classified themselves as advanced to highly advanced. Open-ended responses indicate that adolescents' help-seeking behaviors are shaped by perceived need, trust in teachers' expertise, teacher-student relationships, and concerns about judgment or embarrassment. The types of teacher support reported include cognitive management skills, preparation and practice, physical relaxation, and emotional encouragement.
DISCUSSION: The findings highlight the role of instrumental teachers in supporting adolescents' performance confidence and anxiety management in the Chinese instrumental learning context.
METHODS: A total of 144 adolescents aged 12-18 completed an online survey that included the Kenny Music Performance Anxiety Inventory for Adolescents (K-MPAI-A) and open-ended questions regarding help-seeking behaviors and perceived instrumental teacher support.
RESULTS: Most adolescents had experienced performance-related worry, nervousness, or anxiety, and over half of those who had such experiences reported engaging in help-seeking and perceived at least some level of instrumental teacher support for building confidence and managing anxiety. Results of the K-MPAI-A indicate low to moderate overall scores in this sample with cognitive concerns scoring higher than the other dimensions. Older age was positively associated with higher K-MPAI-A scores, whereas adolescents' perceptions of instrumental teachers providing support were negatively associated with reports of K-MPAI-A scores. Self-reported music grades were also negatively associated with K-MPAI-A scores indicating a significant group difference showing that beginner to intermediate pupils reported higher scores than those who classified themselves as advanced to highly advanced. Open-ended responses indicate that adolescents' help-seeking behaviors are shaped by perceived need, trust in teachers' expertise, teacher-student relationships, and concerns about judgment or embarrassment. The types of teacher support reported include cognitive management skills, preparation and practice, physical relaxation, and emotional encouragement.
DISCUSSION: The findings highlight the role of instrumental teachers in supporting adolescents' performance confidence and anxiety management in the Chinese instrumental learning context.