This study explores the impact of performance anxiety on the learning satisfaction of Chinese Traditional opera major university students, using social support as a mediator. Targeting students majoring in opera performance from four universities, a questionnaire survey was conducted via platforms like "Questionnaire Star". An empirical model was constructed with performance anxiety as the independent variable, learning satisfaction as the dependent variable, and social support as the mediating variable. Reliability and validity tests, difference analysis, and mediating effect analysis were performed. The results show that performance anxiety, social support, and learning satisfaction exhibit significant differences based on gender and grade level. Performance anxiety is significantly negatively correlated with both social support and learning satisfaction, and social support plays a partial mediating role between them. This research provides empirical evidence for optimizing students' learning experiences and support systems.
Wang et al. (Mon,) studied this question.