On stage: the association between self-efficacy, flow, anxiety, and performers' well-being in musical performance

In Chinese higher music education, performance-based assessments constitute a central component of students' academic experience, and psychological factors are closely associated with performance outcomes. Although self-efficacy, flow, and anxiety have been widely discussed in music-related research, few studies have examined these variables together in relation to music performance well-being. Therefore, this study aims to examine the associations among music performance self-efficacy, flow, anxiety, and music performance well-being as experienced during music performance, and to investigate potential differences between vocal and instrumental music students.

This cross-sectional study collected self-report questionnaire data from 986 Chinese university students majoring in vocal or instrumental music. Partial Least Squares Structural Equation Modeling was used to examine direct and indirect associations among the variables, and multi-group analysis was conducted to compare vocal and instrumental students.

The findings indicated that music performance self-efficacy was positively associated with well-being, with significant indirect associations involving flow and anxiety. Higher music performance self-efficacy was associated with higher flow and lower anxiety, and both higher flow and lower anxiety were associated with higher well-being, although the flow-related associations were relatively modest. Furthermore, the multi-group analysis revealed significant differences between vocal and instrumental students, suggesting domain-specific patterns in these associations.

These findings indicate that music performance well-being is closely associated with students' performance-related confidence and anxiety. Music education should prioritize confidence-building and anxiety regulation when supporting students' well-being in performance contexts. Support strategies should also consider domain-specific differences between vocal and instrumental students, as their psychological experiences may operate differently across performance modalities.