Impacts of emotional self-awareness, emotional regulation, and performance anxiety on stage confidence in Chinese music students

This study investigated the relationship between emotional self-awareness and confidence in stage performance among Chinese music students with a particular focus on the mediating effects of emotional regulation and performance anxiety. The participants were 426 Chinese students majoring in music and who regularly performed on stage. The double mediating effect was analyzed using PROCESS Macro 4.2 Model 6. The results revealed that emotional self-awareness was positively correlated with both emotional regulation and confidence in stage performance. However, emotional self-awareness was not significantly correlated with performance anxiety. Further analysis indicated that emotional regulation was positively correlated with confidence in stage performance, but was not significantly correlated with performance anxiety. Interestingly, performance anxiety among music majors was positively correlated with confidence in stage performance. The study also found that emotional regulation and performance anxiety sequentially mediate the relationship between emotional self-awareness and confidence in stage performance. These findings suggest that enhancing emotional self-awareness and regulation skills could be highly beneficial for improving stage performance confidence among music students. Such improvements can lead to better performance outcomes and positive performance experiences. This study provides valuable insights for educational and psychological interventions aimed at supporting the professional development of music students.