This study was undertaken with the intent of exploring three overarching research questions concerning music performance anxiety (MPA). The first objective was to collect descriptive accounts of the everyday experiences of MPA in educational settings. The second objective was to investigate the adaptive coping strategies students utilized to manage their MPA, which were distilled from the data in light of the self-regulated learning framework. Finally, the perceived institutional support around MPA was investigated. A semi-structured interview approach was used as the main data collection method (n = 10). All students interviewed perceived themselves as experiencing MPA to some extent; however, the intensity of these experiences varied. The most common MPA coping strategies mentioned were increasing individual practice time, and mental skill practices. All students mentioned the importance of preparation, which was associated with self-confidence, leading to higher self-efficacy beliefs, which in return had a positive impact on their management of MPA. Teachers and peers were identified as integral to sustaining students’ well-being and MPA regulation efforts. A positive teacher attitude toward the management of MPA appeared to encourage students’ help-seeking efforts.

本研究旨在探索有关音乐表演焦虑 (MPA) 的三个总体研究问题。第一个目标是收集 MPA 在教育环境中的日常经历的描述性说明。第二个目标是调查学生用来管理他们的 MPA 的适应性应对策略，这些策略是根据自我调节的学习框架从数据中提取的。最后，对围绕 MPA 的感知机构支持进行了调查。采用半结构化访谈法作为主要的数据收集方法（n= 10）。所有接受采访的学生都认为自己在某种程度上经历了 MPA；然而，这些经历的强度各不相同。提到的最常见的 MPA 应对策略是增加个人练习时间和心理技能练习。所有学生都提到了准备的重要性，这与自信有关，从而导致更高的自我效能信念，这反过来对他们的 MPA 管理产生了积极影响。教师和同伴被认为是维持学生福祉和 MPA 监管工作不可或缺的一部分。教师对 MPA 管理的积极态度似乎鼓励了学生的求助努力。