{"id":{"repo_id":"stellenbosch","oai_identifier":"oai:scholar.sun.ac.za:10019.1/135702"},"canonical_url":"https://search.dev.ndltd.org/etd/stellenbosch/oai:scholar.sun.ac.za:10019.1/135702","repository":{"repo_id":"stellenbosch","name":"Stellenbosch University","base_url":"https://scholar.sun.ac.za/server/oai/request"},"display":{"title":"Exploring experiences of music performance anxiety among music students at a South African tertiary institution","abstract":"Music Performance Anxiety (MPA) is one of the most prevalent and debilitating health conditions that musicians of all ages, levels, and genres face, and tertiary music students often experience MPA to a higher degree than professional musicians. However, there is a lack of research on MPA in the South African (SA) context, with no known research on MPA in tertiary music students in SA. Utilising a qualitative approach, this study aimed to explore the MPA experiences of a sample of SA tertiary music students, following a descriptive survey design. Multi-dimensional perspectives on MPA recognise the interaction between internal (psychological and physiological) and external (performance environment, social, and contextual) factors. Grounded in the multi-dimensional Person-Task-Situation model (Herman & Clark, 2023), the research aimed to better understand how the students experience MPA; investigating how they perceive the impact of the physical and psychological elements of MPA on their performance capabilities and overall well-being; their perceptions of the facilitative and debilitative nature of the elevated arousal associated with MPA; and what strategies the music students employ to mitigate and/or manage their MPA. Data were collected via an anonymous qualitative online survey with open-ended descriptive questions. This method enabled participants to provide in-depth responses in their own words, capturing their own views, personal experiences, and practices. The survey answers were analysed thematically, following Braun and Clarke’s (2006;2021) Reflexive Thematic Analysis. The results of this analysis identified three main themes: Contributing Factors, Impacts, and Strategies, supported by 10 sub-themes. The findings reveal a wide range of MPA understandings, management strategies, perceptions, and experiences. The music students demonstrated knowledge and experience of MPA’s debilitating impacts. However, there was less knowledge, awareness, and understanding of MPA’s facilitative impacts, as well as lack of constructive strategies to cope with debilitating MPA. There is a need for enhancing knowledge and competencies in evidence-based MPA management strategies for music students. Additionally, provision of resources and training for music teachers in the tertiary setting would enable better MPA management integrated in teaching methods, provision of appropriate treatment pathways, and cultivation of positive teaching/learning environments. Due to the MPA stigma and concealment, despite the fact that it is so common, there is a need for open conversations about MPA to facilitate students’ better understandings, their ability to access professional help, and the development of individualised management strategies.","abstract_html":"Music Performance Anxiety (MPA) is one of the most prevalent and debilitating health conditions that musicians of all ages, levels, and genres face, and tertiary music students often experience MPA to a higher degree than professional musicians. However, there is a lack of research on MPA in the South African (SA) context, with no known research on MPA in tertiary music students in SA. Utilising a qualitative approach, this study aimed to explore the MPA experiences of a sample of SA tertiary music students, following a descriptive survey design. Multi-dimensional perspectives on MPA recognise the interaction between internal (psychological and physiological) and external (performance environment, social, and contextual) factors. Grounded in the multi-dimensional Person-Task-Situation model (Herman & Clark, 2023), the research aimed to better understand how the students experience MPA; investigating how they perceive the impact of the physical and psychological elements of MPA on their performance capabilities and overall well-being; their perceptions of the facilitative and debilitative nature of the elevated arousal associated with MPA; and what strategies the music students employ to mitigate and/or manage their MPA. Data were collected via an anonymous qualitative online survey with open-ended descriptive questions. This method enabled participants to provide in-depth responses in their own words, capturing their own views, personal experiences, and practices. The survey answers were analysed thematically, following Braun and Clarke’s (2006;2021) Reflexive Thematic Analysis. The results of this analysis identified three main themes: Contributing Factors, Impacts, and Strategies, supported by 10 sub-themes. The findings reveal a wide range of MPA understandings, management strategies, perceptions, and experiences. The music students demonstrated knowledge and experience of MPA’s debilitating impacts. However, there was less knowledge, awareness, and understanding of MPA’s facilitative impacts, as well as lack of constructive strategies to cope with debilitating MPA. There is a need for enhancing knowledge and competencies in evidence-based MPA management strategies for music students. Additionally, provision of resources and training for music teachers in the tertiary setting would enable better MPA management integrated in teaching methods, provision of appropriate treatment pathways, and cultivation of positive teaching/learning environments. Due to the MPA stigma and concealment, despite the fact that it is so common, there is a need for open conversations about MPA to facilitate students’ better understandings, their ability to access professional help, and the development of individualised management strategies.","abstract_has_math":false,"creators":["Cronje, Armin"],"institution":"Stellenbosch : Stellenbosch University","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Salonen, Bridget Rennie"],"committee_chairs":[],"committee_members":[],"year":2026,"date_issued":"2026-03","date_published":"2026-03","updated_at":"2026-07-24T04:40:14Z","subjects":[],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.sun.ac.za/handle/10019.1/135702","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Salonen, Bridget Rennie"]},{"key":"dc:contributor.other","label":"Dc Contributor Other","values":["Stellenbosch University. 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Exploring experiences of music performance anxiety among music students at a South African tertiary institution. Unpublished masters thesis. Stellenbosch: Stellenbosch University [online]. Available: https://scholar.sun.ac.za/items/e1f5de02-18b4-4764-920e-3a935fd2ec3f"]},{"key":"dc:description.abstract","label":"Abstract","values":["Music Performance Anxiety (MPA) is one of the most prevalent and debilitating health conditions that musicians of all ages, levels, and genres face, and tertiary music students often experience MPA to a higher degree than professional musicians. However, there is a lack of research on MPA in the South African (SA) context, with no known research on MPA in tertiary music students in SA. Utilising a qualitative approach, this study aimed to explore the MPA experiences of a sample of SA tertiary music students, following a descriptive survey design. Multi-dimensional perspectives on MPA recognise the interaction between internal (psychological and physiological) and external (performance environment, social, and contextual) factors. Grounded in the multi-dimensional Person-Task-Situation model (Herman & Clark, 2023), the research aimed to better understand how the students experience MPA; investigating how they perceive the impact of the physical and psychological elements of MPA on their performance capabilities and overall well-being; their perceptions of the facilitative and debilitative nature of the elevated arousal associated with MPA; and what strategies the music students employ to mitigate and/or manage their MPA. Data were collected via an anonymous qualitative online survey with open-ended descriptive questions. This method enabled participants to provide in-depth responses in their own words, capturing their own views, personal experiences, and practices. The survey answers were analysed thematically, following Braun and Clarke’s (2006;2021) Reflexive Thematic Analysis. The results of this analysis identified three main themes: Contributing Factors, Impacts, and Strategies, supported by 10 sub-themes. The findings reveal a wide range of MPA understandings, management strategies, perceptions, and experiences. The music students demonstrated knowledge and experience of MPA’s debilitating impacts. However, there was less knowledge, awareness, and understanding of MPA’s facilitative impacts, as well as lack of constructive strategies to cope with debilitating MPA. There is a need for enhancing knowledge and competencies in evidence-based MPA management strategies for music students. Additionally, provision of resources and training for music teachers in the tertiary setting would enable better MPA management integrated in teaching methods, provision of appropriate treatment pathways, and cultivation of positive teaching/learning environments. Due to the MPA stigma and concealment, despite the fact that it is so common, there is a need for open conversations about MPA to facilitate students’ better understandings, their ability to access professional help, and the development of individualised management strategies."]},{"key":"dc:title","label":"Title","values":["Exploring experiences of music performance anxiety among music students at a South African tertiary institution"]}]}],"canonical_facts":{"dc:contributor.advisor":["Salonen, Bridget Rennie"],"dc:contributor.other":["Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Music."],"dc:creator":["Cronje, Armin"],"dc:date.accessioned":["2026-04-08T08:57:31Z"],"dc:date.available":["2026-04-08T08:57:31Z"],"dc:date.issued":["2026-03"],"dc:description":["Thesis (MMus)--Stellenbosch University, 2026.","Cronje, A. 2026. Exploring experiences of music performance anxiety among music students at a South African tertiary institution. Unpublished masters thesis. Stellenbosch: Stellenbosch University [online]. Available: https://scholar.sun.ac.za/items/e1f5de02-18b4-4764-920e-3a935fd2ec3f"],"dc:description.abstract":["Music Performance Anxiety (MPA) is one of the most prevalent and debilitating health conditions that musicians of all ages, levels, and genres face, and tertiary music students often experience MPA to a higher degree than professional musicians. However, there is a lack of research on MPA in the South African (SA) context, with no known research on MPA in tertiary music students in SA. Utilising a qualitative approach, this study aimed to explore the MPA experiences of a sample of SA tertiary music students, following a descriptive survey design. Multi-dimensional perspectives on MPA recognise the interaction between internal (psychological and physiological) and external (performance environment, social, and contextual) factors. Grounded in the multi-dimensional Person-Task-Situation model (Herman & Clark, 2023), the research aimed to better understand how the students experience MPA; investigating how they perceive the impact of the physical and psychological elements of MPA on their performance capabilities and overall well-being; their perceptions of the facilitative and debilitative nature of the elevated arousal associated with MPA; and what strategies the music students employ to mitigate and/or manage their MPA. Data were collected via an anonymous qualitative online survey with open-ended descriptive questions. This method enabled participants to provide in-depth responses in their own words, capturing their own views, personal experiences, and practices. The survey answers were analysed thematically, following Braun and Clarke’s (2006;2021) Reflexive Thematic Analysis. The results of this analysis identified three main themes: Contributing Factors, Impacts, and Strategies, supported by 10 sub-themes. The findings reveal a wide range of MPA understandings, management strategies, perceptions, and experiences. The music students demonstrated knowledge and experience of MPA’s debilitating impacts. However, there was less knowledge, awareness, and understanding of MPA’s facilitative impacts, as well as lack of constructive strategies to cope with debilitating MPA. There is a need for enhancing knowledge and competencies in evidence-based MPA management strategies for music students. Additionally, provision of resources and training for music teachers in the tertiary setting would enable better MPA management integrated in teaching methods, provision of appropriate treatment pathways, and cultivation of positive teaching/learning environments. Due to the MPA stigma and concealment, despite the fact that it is so common, there is a need for open conversations about MPA to facilitate students’ better understandings, their ability to access professional help, and the development of individualised management strategies."],"dc:identifier.uri":["https://scholar.sun.ac.za/handle/10019.1/135702"],"dc:language.iso":["en"],"dc:publisher":["Stellenbosch : Stellenbosch University"],"dc:title":["Exploring experiences of music performance anxiety among music students at a South African tertiary institution"],"dc:type":["Thesis"]},"updated_at":"2026-07-24T04:40:14Z"}