Differences in performance anxiety levels among advanced conservatory students in Spain, according to type of instrument and academic year of enrolment

ABSTRACT

This study aims to analyse differences in MPA (Musical Performance Anxiety) in students in five Spanish university-level music conservatories according to instrument type (solo or orchestra) and their academic year of enrolment (AYE). A sample of 476 students with a mean age of 22.59, enrolled in different specialties, responded to the K-MPAI questionnaire [Zarza, F. J., S. Orejudo, O. Casanova, and B. Mazas. 2016. “Kenny Music Performance Anxiety Inventory: Confirmatory Factor Analysis of the Spanish Version.” Psychology of Music 44 (3): 340–352. doi:10.1177/0305735614567932]. We found significant interaction between the two variables ‘instrument type’ and ‘AYE’ along the dimension of specific anxiety cognitions, after having considered other variables such as performance frequency and gender. Results reveal tendencies in soloists that are different from those in orchestra musicians. In soloists, the level of MPA increases during their four years of university-level studies: first-year students display less anxiety than those in third or fourth year, whereas no significant MPA level differences can be observed in orchestra musicians in function of their academic year of enrolment. We hypothesise that these divergences could be due to divergences in training conditions and career perspectives.

KEYWORDS:

• Music performance anxiety
• conservatory
• music academy
• music students
• musical instrument

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Oscar Casanova Doctor of Science Education and Specific Didactic. Graduated in Percussion. He is Professor of Teaching Musical Expression at the Faculty of Education at the University of Zaragoza (Spain). Coordinator of the specialty of Music and Dance in the Master of Teaching Skills. His priority research topics are: music performance anxiety; ICT and active methodologies in the music room; curriculum design and music.

Francisco Javier Zarza Doctor of Education. Graduate and post-graduate degrees in Piano. He is Assistant Lecturer of Teaching Musical Expression in the Faculty of Human Sciences and Education at the University of Zaragoza (Spain). His research interests include the music performance anxiety and personal and professional development of them. Member of Research Group related to Entrepreneurship and Coaching.

Santos Orejudo Doctor in Psychology. Professor of Basic and Developmental Psychology at the Faculty of Education at the University of Zaragoza (Spain). Director of the Department of Psychology and Sociology of the University of Zaragoza. Social and personal development: Founder of Research Group related to Entrepreneurship and Coaching. Among his research include those related to positive adolescent development and performance anxiety.

ORCID

Oscar Casanova http://orcid.org/0000-0002-8263-3447

Francisco Javier Zarza http://orcid.org/0000-0003-0088-2261

Santos Orejudo http://orcid.org/0000-0001-6492-2248