INTEGRATING “FRUSTRATION EDUCATION” INTO INSTRUMENTAL MUSIC TEACHING: GUIDING STUDENTS TO CORRECTLY PERCEIVE PRACTICE PLATEAUS AND PROMOTE MENTAL HEALTH

Abstract Objectives This study investigates the integration of “frustration education” into instrumental music teaching, with a dual focus on overcoming learning bottlenecks and promoting students’ psychological well-being. It explores strategies, grounded in growth mindset and resilience theory, to help students reframe technical and emotional challenges as growth opportunities, thereby mitigating anxiety and self-doubt. Methods A mixed-methods approach was employed, involving qualitative interviews with 15 instrumental music teachers and quantitative surveys of 200 students (aged 10-18). Psychological resilience (CD-RISC) and motivation (Academic Motivation Scale) were analyzed to correlate teaching strategies with mental health outcomes. Case studies provided contextual depth. Results Results identified three effective strategies. Cognitive reframing of plateaus as normal significantly reduced frustration (β = -0.42, p<.01). Emotional regulation techniques (e.g., mindfulness) lowered anxiety by 23% and increased motivation (β = 0.38, p<.001). Scaffolded challenges boosted self-efficacy by 41%. Notably, students receiving these interventions reported 58% fewer dropout intentions. Conclusions The conclusions emphasize that embedding psychological support into pedagogy is crucial for transforming plateaus into resilience-building experiences. This approach addresses the mental health challenges inherent in skill mastery. We recommend integrating brief mental health-aware interventions into lessons and training educators to support holistic student development.