The Influence of Psychological Quality on Learning Outcomes in Vocal Music: An Empirical Study Based on Performance Anxiety
Abstract
This study examines the influence of Psychological Quality on the learning outcomes of vocal music majors and the mediating role of Music Performance Anxiety (MPA). A quantitative design was employed with 100 undergraduate students from five Chinese universities. Structural Equation Modeling (SEM) was used to test the relationships among the variables. Results showed that Psychological Quality positively predicted learning outcomes (β = 0.48, p < 0.001) and negatively predicted MPA (β = –0.42, p < 0.001). MPA negatively predicted learning outcomes (β = –0.31, p < 0.001) and partially mediated the effect of Psychological Quality, accounting for 27.1% of the total effect (indirect effect = 0.130, 95% CI [0.072, 0.201]). These findings suggest that Psychological Quality can both directly enhance learning outcomes and indirectly improve performance by reducing MPA, offering empirical support for integrating psychological support into vocal music education.
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