Exploring the Effectiveness of Improvisation Pedagogy in Reducing Performance Anxiety Among Undergraduate Music Majors
Year: 2025
Type: article
Study design: Clinical Trial
Abstract: Music Performance Anxiety (MPA) is a common psychological disorder among musicians, significantly affecting performance quality and mental health.However, traditional music education emphasizes technical training while neglecting emotional regulation and psychological adaptability, which may exacerbate MPA.This study explores the effectiveness of improvisation pedagogy in alleviating MPA and examines its potential as an innovative intervention.Using a mixed-methods approach, 50 music-major students were randomly assigned to a control group (traditional music education) or an experimental group (a four-week improvisation course).The State-Trait Anxiety Inventory (STAI) was used to measure anxiety levels, complemented by in-depth interviews to collect student feedback.The improvisation course design incorporated cognitive reappraisal, exposure training, and collaborative improvisation to reduce MPA through multiple dimensions.Results showed that the experimental group exhibited significantly lower levels of state anxiety (S-A) and overall MPA compared to the control group after the course (p < 0.05), with performance anxiety scores at the beginning of the month at P = 0.0287 and at the end of the month at P = 0.0151.These findings indicate that improvisation pedagogy has a positive effect in alleviating MPA.Qualitative interviews further revealed that improvisation teaching provides a space for free expression and collaborative interaction, helping students reduce their fear of mistakes and perfectionist tendencies, thereby enhancing self-confidence and psychological adaptability.However, for students with stronger perfectionist tendencies, the anxiety relief effect was limited, suggesting that individual differences may influence the effectiveness of improvisation interventions.Through empirical research, this study confirms the unique value of improvisation pedagogy in emotional regulation and cognitive restructuring.Compared to traditional music education, improvisation pedagogy focuses on technical training and emphasizes emotional expression and psychological adaptability, offering a new intervention strategy for music education.This study enriches the theoretical framework of music education and psychology and provides valuable insights for practical teaching applications.
Authors: Haiyang Wang, Hyuntai Kim
Institution: Sejong University
Language: English
Subfield: Music
Field: Arts and Humanities
Domain: Social Sciences
Open Access status: bronze
OpenAlex ID: W4410870989