This master’s thesis examines the phenomenon of burnout among music students. In the theoretical part, burnout is defined as a consequence of chronic and unsuccessful stress management, influenced by factors such as academic workload, competitiveness, identification with musical activity, and a lack of social support. Particular attention is given to the role of perfectionism and dedication to music, both of which may increase the risk of emotional and physical exhaustion. Social support, time management, regular breaks, and engagement in non-musical activities are also highlighted as important factors contributing to greater resilience to stress.
The empirical part is based on a qualitative study conducted through semi-structured interviews with music students. The results indicate that students most commonly experience burnout during periods of increased academic and artistic demands. Burnout manifests as emotional and physical exhaustion, loss of motivation, and, in some cases, complete withdrawal from musical activities for extended periods. Participants also reported somatic symptoms, including sleep disturbances, headaches, and physical fatigue.
Contributing factors identified by participants include perfectionism, excessive workload, difficulty setting boundaries, a competitive environment, and social comparison. The accumulation of stress without sufficient time for recovery was also found to play an important role. Coping strategies reported by participants include physical activity, rest, cognitive reframing of thought patterns, intentional goal setting, adequate sleep, and meditation. Participants emphasized that maintaining well-being is an ongoing process of learning and self-awareness.
The findings also indicate a need for greater institutional support, preventive education on mental health, and the reduction of excessive competitiveness within educational environments. Overall, the results support existing theoretical models of burnout.
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