Risk factors and coping strategies of music performance anxiety among student pianists in higher education: a phenomenological research perspective

Introduction: Music Performance Anxiety (MPA) is prevalent among tertiary piano majors and harms their performance quality and physical and mental wellbeing. Most existing MPA studies use quantitative methods, which fail to capture implicit risk factors and individualized coping experiences. Given the lack of systematic MPA intervention in Chinese higher music education, this study adopts qualitative research to explore MPA risk factors and coping strategies among Chinese tertiary piano students, providing targeted insights for MPA intervention. Methods: This study adopted a descriptive phenomenological design, using tertiary student pianists from 10 higher education institutions in China as research participants. Purposive sampling was employed to recruit 29 participants who met the inclusion criteria. Data were collected via one-on-one interviews and focus group discussions, and analyzed using Moustakas' modified Stevick-Colaizzi-Keen (SCK) phenomenological approach for thematic coding. Results: The research findings yielded eight core themes. Of these, four pertain to the risk factors of MPA, namely psychological factors, personal growth factors, piano performance-related factors, and excessive outcome expectations. The remaining four relate to coping strategies: self-psychological regulation, understanding and social support, practice makes perfect, and leveraging MPA to enhance piano performance. Conclusion: Based on the Social Cognitive Theory (SCT), this study for the first time systematically reveals the risk factors and coping strategies of MPA among tertiary student pianists in Chinese universities. It addresses the gap in qualitative research within the local context of this field, provides empirical support for the application of SCT in music education and mental health domains, and offers theoretical and practical insights for the identification, assessment, and intervention of MPA in higher education settings.