000151459 001__ 151459
000151459 005__ 20251017144615.0
000151459 0247_ $$2doi$$a10.3389/fpsyg.2025.1515970
000151459 0248_ $$2sideral$$a143177
000151459 037__ $$aART-2025-143177
000151459 041__ $$aeng
000151459 100__ $$0(orcid)0000-0002-8263-3447$$aCasanova, Oscar$$uUniversidad de Zaragoza
000151459 245__ $$aThe role of music performance anxiety in musical training: four personal histories
000151459 260__ $$c2025
000151459 5060_ $$aAccess copy available to the general public$$fUnrestricted
000151459 5203_ $$aMusical Performance Anxiety (MPA) is one of the major obstacles many musicians face in the course of their training and careers. Few studies have approached this construct using a qualitative methodology. To apply such an approach, we gathered testimonials of life histories from four musicians – two pianists, a violinist, and a cellist – through semi-structured interviews. With an average age of 25, they had all studied classical music for at least 10 years. We subjected the protocols of those interviews to a phase and categorization process based on Interpretative Phenomenological Analysis. The first years of training were those when our interviewees recalled experiencing the greatest enjoyment in music-making: positive elements included family support, ensemble playing, and initial encounters with non-classical repertoire and improvisation. However, as our interviewees progressed through their academic courses and improved in terms of mastery of their instrument, they began to experience situations of anxiety. Physical symptoms appeared, regularly associated with situations such as examinations and auditions in front of a jury. Two of four respondents decided to terminate their music training before entering university level. To deal with symptoms of anxiety, several approaches were pursued: visualization, cognitive analysis, and self-medication. However, to mitigate MPA, our informants generally recommend more rational strategies: a realistic focus on objectives coupled with reinforcement of self-esteem. Institutions of musical learning can help students cope with this disorder by encouraging musical creativity and selecting educators who apply empathetic teaching styles well-adapted to their pupils’ needs. In the future, this type of qualitative research can be expanded to a greater number of informants with more diverse characteristics. The qualitative approach will help us to better understand the MPA phenomenon.
000151459 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S57-23R
000151459 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttps://creativecommons.org/licenses/by/4.0/deed.es
000151459 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000151459 700__ $$aRiaño, María Elena
000151459 700__ $$0(orcid)0000-0003-0088-2261$$aZarza-Alzugaray, Francisco Javier$$uUniversidad de Zaragoza
000151459 700__ $$0(orcid)0000-0001-6492-2248$$aOrejudo, Santos$$uUniversidad de Zaragoza
000151459 7102_ $$13001$$2189$$aUniversidad de Zaragoza$$bDpto. Expres.Music.Plást.Corp.$$cÁrea Didáctica Expres. Musical
000151459 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000151459 773__ $$g16 (2025), [13 pp.]$$pFront. psychol.$$tFrontiers in Psychology$$x1664-1078
000151459 8564_ $$s352231$$uhttps://zaguan.unizar.es/record/151459/files/texto_completo.pdf$$yVersión publicada
000151459 8564_ $$s2273617$$uhttps://zaguan.unizar.es/record/151459/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000151459 909CO $$ooai:zaguan.unizar.es:151459$$particulos$$pdriver
000151459 951__ $$a2025-10-17-14:18:50
000151459 980__ $$aARTICLE