The dual roles of social support and coping in music performance anxiety: a systematic review of evidence from music students and professional musicians.

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.