Honors Projects


The primary purpose of this study was to investigate the constructs of perfectionism, music-related stress, and music performance anxiety among collegiate music majors. An additional purpose of this study was to investigate collegiate musicians' strategies for coping with each of the three dependent variables. A total of 52 collegiate music students enrolled at a large, mid-western university participated in an online questionnaire in the fall of 2017, and the response rate was approximately 13 percent. The survey instrument was constructed using items from Cohen, Karmarck, and Mermelstein’s Perceived Stress Scale (1993), Hewitt and Flett’s Multidimensional Perfectionism Scale (1999), and the Kenny Music Performance Anxiety Inventory (2009). In addition, demographic data was collected.

The majority of participants were either music education or music performance students. Reliability ratings for each of the dependent variable subscales were high, and composite scores were created for each subscale. Participants indicated that, on average, they had elevated feelings of perfectionism, music performance anxiety, and music-related stress in their life. Each of these three constructs was significantly positively correlated with one another (p < .01) at modest to moderately strong magnitude. There were no group differences across gender, major area, or level in schooling with regard to each of the three dependent variables. Participants indicated that the main stressors in their lives were performing pressures, lesson expectations, and time management. In order to cope with these stressors, participants indicated that they used breathing strategies, exercising, and mindfulness strategies. Recommendations for both collegiate musicians and professors are discussed.


Music Education

First Advisor

Kevin Schempf

First Advisor Department

Music Performance Studies

Second Advisor

Dr. Lisa Martin

Second Advisor Department

Music Education

Publication Date

Fall 12-11-2017