Frontiers in psychology · 2026
The dual roles of social support and coping in music performance anxiety: a systematic review of evidence from music students and professional musicians.
СтатьяСистематический обзорНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Wang Yuchen, Lan Yanqing
Аннотация
BACKGROUND: Music performance anxiety (MPA) is prevalent among music students and professional musicians, yet the roles of social support and coping strategies remain insufficiently synthesized.
OBJECTIVE: This review aimed to identify the main types of social support and coping strategies involved in performance-related anxiety/stress and to examine their roles among music students and professional musicians.
METHODS: Following the PRISMA 2020 guidelines, a systematic search was conducted in Scopus, Web of Science, ERIC, and PsycINFO/PsycArticles. 26 empirical studies published between 1989 and 2026 met the inclusion criteria. Methodological quality was evaluated using the Mixed Methods Appraisal Tool (MMAT).
RESULTS: Five forms of social support were identified: teacher and performance-guidance support, peer and group support, family and significant-other support, professional and therapeutic support, and institutional, curricular, and career-context support. Four categories of coping strategies emerged: performance preparation and skill-based coping, somatic and psychological regulation, help-seeking and social coping, and maladaptive or risk-related coping. Overall, high-quality social support was associated with stronger psychological resources, greater performance control, and more effective help-seeking, whereas negative evaluative relationships, limited institutional support, and maladaptive coping were linked to heightened anxiety and stress.
CONCLUSION: The regulation of MPA appears to be a dynamic and context-dependent process. Music institutions and professional organizations should move beyond reliance on individual coping by promoting curriculum-based MPA training, supportive evaluative cultures, and multi-level support systems.
OBJECTIVE: This review aimed to identify the main types of social support and coping strategies involved in performance-related anxiety/stress and to examine their roles among music students and professional musicians.
METHODS: Following the PRISMA 2020 guidelines, a systematic search was conducted in Scopus, Web of Science, ERIC, and PsycINFO/PsycArticles. 26 empirical studies published between 1989 and 2026 met the inclusion criteria. Methodological quality was evaluated using the Mixed Methods Appraisal Tool (MMAT).
RESULTS: Five forms of social support were identified: teacher and performance-guidance support, peer and group support, family and significant-other support, professional and therapeutic support, and institutional, curricular, and career-context support. Four categories of coping strategies emerged: performance preparation and skill-based coping, somatic and psychological regulation, help-seeking and social coping, and maladaptive or risk-related coping. Overall, high-quality social support was associated with stronger psychological resources, greater performance control, and more effective help-seeking, whereas negative evaluative relationships, limited institutional support, and maladaptive coping were linked to heightened anxiety and stress.
CONCLUSION: The regulation of MPA appears to be a dynamic and context-dependent process. Music institutions and professional organizations should move beyond reliance on individual coping by promoting curriculum-based MPA training, supportive evaluative cultures, and multi-level support systems.