Empowering Music Students: An Investigation of Psychological Stress and Gender Effects on Piano Performance in Chinese Colleges

Abstract

In Chinese institutions, piano performance is a well-liked and established area of study. Numerous colleges provide extensive music curricula with a focus on classical piano performance. Traditional musical education, such as music theory and history, as well as actual performance skills, are frequently covered in the curriculum. In addition to examining the effects of psychological stress and gender on piano performance in Chinese colleges, the study focuses on empowering music students and incorporates planned behaviour theory. There are 420 students from several Chinese institutions participated in an online and in-person survey that collected the data for the analysis. According to the findings of structural equation modelling (SEM), interactive music improves student performance. Additionally, the results of the study showed a connection between students' performance and musical congruence, interactive music, psychological stress, and student empowerment. Cross-sectional analysis, close-ended questions, and quantitative research are all used in the current study. In light of this, innovative and engaging teaching strategies are considered crucial in the field of education. Additionally, a lot of universities provide chances for students to take part in performances and contests, giving them useful experience and exposure to the music business. In general, Chinese institutions maintain high standards for piano performance, and many gifted musicians have graduated from these programme to pursue lucrative careers as soloists, accompanists, and music educators.