In the following study, the focus was on exploring the relationship between the variables of social support from the professor, specifically reassurance of worth, and music performance anxiety in music students, specifically personal concerns about the performance. The aim of the study was to examine whether social support from the professor helps to decrease music performance anxiety, both directly and indirectly through enhancing self-compassion and self-efficacy. We tested our hypotheses on a sample of 112 Slovenian music students. We tested the hypotheses using path analysis and found that social support has no direct effect on the expression of music performance anxiety. However, we found an indirect effect through self-efficacy, as social support from the professor increases feelings of self-efficacy, which further decreases the expression of music performance anxiety. Social support did not predict self-compassion, but self-compassion did predict lower music performance anxiety, both directly and indirectly through higher self-efficacy. The findings suggest that support from the professor is particularly important for enhancing feelings of self-efficacy in the individual, and these are further important for reducing music performance anxiety. Even if support does not increase feelings of self-compassion, this trait is important in enhancing self-efficacy and reduces music performance anxiety both independently and through self-efficacy. The findings provide a good starting point for further research on the relationship between social support and music performance anxiety and can serve as guidelines for professors in providing social support. Additionally, they can serve as directions for additional study activities towards enhancing self-compassion and self-efficacy in musical performance in order to manage music performance anxiety.
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