Vocal performance anxiety is a common psychological barrier among vocal students, severely impacts their skill development, stage performance, and overall wellbeing. This study aims to comprehensively evaluate the short-term and long-term effects of an integrated pedagogical model for anxiety management, constructed based on music psychology theories, through a mixed-methods study with a pre-test, post-test, and 3 month follow-up. We recruited 60 undergraduate vocal performance majors and randomly assigned them to an experimental group (receiving a 12-week “Awareness-Skill-Simulation-Reflection” four-stage integrated pedagogical intervention) and a control group (receiving traditional technical instruction). We collected data on students' state anxiety in performance, vocal performance quality (expert blind ratings), psychological resilience, self-efficacy, and Heart Rate Variability (HRV) at three time points: pre-intervention (T1), post-intervention (T2), and 3 months post-intervention (T3). Additionally, reflective journals from the experimental group were subjected to qualitative analysis. Quantitative findings indicate: (1) Compared to the control group, the integrated intervention significantly reduced the experimental group's vocal performance anxiety and enhanced their performance quality, psychological resilience, and HRV levels. These positive effects remained stable 3 months after the intervention concluded. (2) The intervention's effectiveness was moderated by students' initial trait anxiety levels, meaning the intervention was more potent for students with high trait anxiety. (3) Psychological resilience was identified as a potential statistical mediator of the relationship between the pedagogical intervention and the reduction in anxiety levels. Qualitative results revealed profound subjective experiences among students across four dimensions: “Shifting Mindsets,” “Enhanced Bodily Control,” “Reconstructing the Stage Experience,” and “Trust in Teacher-Student Relationship.” This study provides evidence for the effectiveness and durability of this integrated pedagogical model and explores its potential mechanisms, offering a scientific reference for modern vocal education reform.
Qin Cong (Fri,) studied this question.