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Objectives <p>Anxiety undermines skilled music performance, and mindfulness training and cognitive restructuring are frequently proposed as regulatory strategies. The author argues that their effectiveness depends on performance context and training dose. This study tested whether brief versus repeated interventions differentially influence music performance anxiety (MPA) and music performance quality (MPQ), and examined decentering and reappraisal as candidate mechanisms.</p> Method <p>Two complementary experiments were conducted with 196 year-2 music majors randomly assigned to mindfulness training (MT), cognitive restructuring (CR), combined MT + CR, or control. Experiment 1 implemented a brief pre-performance micro-session in a low-stakes setting and assessed immediate decentering and reappraisal as mediators. Experiment 2 embedded a multi-week program across four high-stakes juries. Outcomes included state MPA and blinded MPQ ratings. Data were analyzed using analysis of variance (ANOVA), analysis of covariance (ANCOVA), parallel multiple mediation, latent growth modelling, and mixed ANOVA.</p> Results <p>In the low-stakes context, all active interventions produced small reductions in MPA, with the largest effect observed for MT + CR; differences in MPQ were negligible. Anxiety reductions were mediated by immediate increases in decentering and reappraisal. In the multi-week high-stakes context, interventions yielded larger and more sustained reductions in MPA alongside modest improvements in blinded MPQ, again strongest for MT + CR.</p> Conclusions <p>The study concludes that brief mindfulness-based interventions primarily reduce MPA, with minimal immediate effects on MPQ. In contrast, repeated practice under sustained evaluative pressure is necessary for these regulatory gains to extend to improvements in performance quality. These findings indicate that the effectiveness of mindfulness training and cognitive restructuring in music education is contingent on both contextual demands and training dose.</p> Preregistration <p>This study was not preregistered.</p>

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The Effect of Mindfulness Training and Cognitive Restructuring Techniques in Reducing Music Performance Anxiety and Enhancing Music Performance Quality Among Undergraduate Music Majors

  • 期刊论文

  • 发表日期：

    2026年7月17日

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  • Tian Luan,
  • Wang Zhou

摘要

Objectives

Anxiety undermines skilled music performance, and mindfulness training and cognitive restructuring are frequently proposed as regulatory strategies. The author argues that their effectiveness depends on performance context and training dose. This study tested whether brief versus repeated interventions differentially influence music performance anxiety (MPA) and music performance quality (MPQ), and examined decentering and reappraisal as candidate mechanisms.

Method

Two complementary experiments were conducted with 196 year-2 music majors randomly assigned to mindfulness training (MT), cognitive restructuring (CR), combined MT + CR, or control. Experiment 1 implemented a brief pre-performance micro-session in a low-stakes setting and assessed immediate decentering and reappraisal as mediators. Experiment 2 embedded a multi-week program across four high-stakes juries. Outcomes included state MPA and blinded MPQ ratings. Data were analyzed using analysis of variance (ANOVA), analysis of covariance (ANCOVA), parallel multiple mediation, latent growth modelling, and mixed ANOVA.

Results

In the low-stakes context, all active interventions produced small reductions in MPA, with the largest effect observed for MT + CR; differences in MPQ were negligible. Anxiety reductions were mediated by immediate increases in decentering and reappraisal. In the multi-week high-stakes context, interventions yielded larger and more sustained reductions in MPA alongside modest improvements in blinded MPQ, again strongest for MT + CR.

Conclusions

The study concludes that brief mindfulness-based interventions primarily reduce MPA, with minimal immediate effects on MPQ. In contrast, repeated practice under sustained evaluative pressure is necessary for these regulatory gains to extend to improvements in performance quality. These findings indicate that the effectiveness of mindfulness training and cognitive restructuring in music education is contingent on both contextual demands and training dose.

Preregistration

This study was not preregistered.