The Influence of Self-Efficacy on Stage Anxiety: the Mediating Role of Achievement Goals

DOI: https://doi.org/10.62517/jhet.202515442

Author(s)

Zhiluo Guo

Affiliation(s)

College of Music, MinZu University of China, Beijing, China

Abstract

This study aims to investigate the effect of self-efficacy on stage anxiety and the mediating role of achievement goals between the two. This study used a stage anxiety measurement questionnaire, a self-efficacy scale, a stage anxiety self-rating form, and an achievement motivation scale to investigate music performance students, examine the effect of self-efficacy on stage anxiety and the relationship between achievement motivation and stage anxiety, and reveal the underlying theoretical explanation. The results showed that: (1) general self-efficacy was negatively correlated with stage anxiety; (2) stage anxiety and motivation were positively correlated; (3) self-efficacy affected the outcome of stage anxiety, and achievement motivation played a mediating role. The results revealed the transmission mechanism of achievement goals between psychological resources and anxiety emotions, and provided a theoretical basis for psychological intervention in the performance field: by strengthening self-efficacy training and achievement goal orientation adjustment, performers can be helped to adapt to stage anxiety and effectively manage it.

Keywords

Self-Efficacy; Stage Anxiety; Achievement Goals

References

[1] Fishbein, M., Middlestadt, S., Ottati, V., Straus, S., & Ellis, A. (1988). Journal of Performance Psychology, 12(3), 45-60. [2] Gao Tian (1998). Psychological Research on Stage Anxiety. Progress in Psychological Science, 6(4):78-85. [3] Spielberger, C. D., Gorsuch, R. L., Lushene, R., Vagg, P. R., & Jacobs, G. A. (1983). Manual for the State-Trait Anxiety Inventory (STAI). Consulting Psychologists Press. [4] Yang Qingsong. (2022). The Impact of Academic Self-Efficacy on Test Anxiety Among Middle School Students: Chain Mediation Effects and Gender Differences. Chinese Journal of Clinical Psychology, 30(2),414-420. [5] Li Jingjing. Intervention of dance therapy techniques on stage anxiety in art club students [D]. Jiangxi University of Traditional Chinese Medicine, 2022. [7] Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040-1048. [8] Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315-341. [9] Alhadabi Amal, Karpinski Aryn C.. Grit, self-efficacy, achievement orientation goals, and academic performance in University students[J]. International Journal of Adolescence and Youth, 2020, 25(1):519-535. [10] Elliot, A. J., & McGregor, H. A. (2001). A 2×2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501-519. [11] Zheng Hui. Preliminary development of a self-rating scale for stage anxiety in music performance students [J]. Journal of Zhejiang Vocational College of Art, 2009,7(04):101-105. [12] Gomez Patrick et al. Editorial: Highlights in performance science: music performance anxiety [J]. Frontiers in Psychology, 2023, 14 [13] Brown Kimberly P.. Cognitive Behavior Therapy:Basics and Beyond, 2nd ed[J]. The Journal of Clinical Psychiatry, 2012, 73(09):1268-1268. [14] Xu Chunmei. Intervention Research on Alphorn Music Group Counseling to Alleviate Stage Anxiety of Art Candidates in General High School [D]. Hangzhou Normal University, 2017. [15] Elliot, Andrew J., Murayama, Kou, Pekrun, Reinhard. A 3 × 2 achievement goal model.[J]. Journal of Educational Psychology, 2011, 103(3):632-648.