Musical self-concept as a key to unlocking performance potential: Relationships between the impostor phenomenon and performance anxiety among Chinese engaged university music students

This study examines the relationship between the Impostor Phenomenon and Performance Anxiety among Chinese university music students, with a focus on the mediating role of Musical Self-concept. A sample of students from Sichuan province-a region with a strong tradition in music education that reflects broader Chinese pedagogical standards-completed a cross-sectional survey assessing Impostor Phenomenon, Performance Anxiety, and four dimensions of Musical Self-concept: Achievement and Ambition, Mood Management, Ability and Expertise, and Technique and Information. Results showed that the Impostor Phenomenon was positively associated with Performance Anxiety both directly and indirectly through all four dimensions of Musical Self-concept. Specifically, lower self-perceptions in achievement, emotion regulation through music, musical ability, and technical knowledge were associated with higher anxiety levels. These findings underscore the importance of addressing both impostor-related cognitions and self-concept components in music education. Although the sample was regionally specific, the educational framework of Sichuan's conservatories closely aligns with national standards, allowing cautious generalization to similar university contexts across China. By fostering a positive musical self-concept, educators and counselors may help reduce anxiety and enhance both performance quality and mental well-being in music students.