{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,29]],"date-time":"2026-07-29T07:00:27Z","timestamp":1785308427097,"version":"3.55.0"},"reference-count":35,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,7,29]],"date-time":"2026-07-29T00:00:00Z","timestamp":1785283200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Music performance anxiety (MPA) is prevalent among music students and professional musicians, yet the roles of social support and coping strategies remain insufficiently synthesized.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Objective<\/jats:title>\n                    <jats:p>This review aimed to identify the main types of social support and coping strategies involved in performance-related anxiety\/stress and to examine their roles among music students and professional musicians.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>Following the PRISMA 2020 guidelines, a systematic search was conducted in Scopus, Web of Science, ERIC, and PsycINFO\/PsycArticles. 26 empirical studies published between 1989 and 2026 met the inclusion criteria. Methodological quality was evaluated using the Mixed Methods Appraisal Tool (MMAT).<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Five forms of social support were identified: teacher and performance-guidance support, peer and group support, family and significant-other support, professional and therapeutic support, and institutional, curricular, and career-context support. Four categories of coping strategies emerged: performance preparation and skill-based coping, somatic and psychological regulation, help-seeking and social coping, and maladaptive or risk-related coping. Overall, high-quality social support was associated with stronger psychological resources, greater performance control, and more effective help-seeking, whereas negative evaluative relationships, limited institutional support, and maladaptive coping were linked to heightened anxiety and stress.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>The regulation of MPA appears to be a dynamic and context-dependent process. Music institutions and professional organizations should move beyond reliance on individual coping by promoting curriculum-based MPA training, supportive evaluative cultures, and multi-level support systems.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/fpsyg.2026.1904694","type":"journal-article","created":{"date-parts":[[2026,7,29]],"date-time":"2026-07-29T06:02:31Z","timestamp":1785304951000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["The dual roles of social support and coping in music performance anxiety: a systematic review of evidence from music students and professional musicians"],"prefix":"10.3389","volume":"17","author":[{"given":"Yuchen","family":"Wang","sequence":"first","affiliation":[{"name":"The Graduate School Arts & Culture, Sangmyung University","place":["Seoul, Republic of Korea"]},{"name":"School of Music and Dance, Yichun Early Childhood Teachers College","place":["Yichun, Jiangxi, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Yanqing","family":"Lan","sequence":"additional","affiliation":[{"name":"School of Music and Dance, Yichun Early Childhood Teachers College","place":["Yichun, Jiangxi, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,7,29]]},"reference":[{"key":"B1","doi-asserted-by":"publisher","first-page":"287","DOI":"10.1177\/10298649231202977","article-title":"Music performance anxiety in Portuguese higher education: contextual factors, perceptions, and strategies","volume":"28","author":"Barros","year":"2024","journal-title":"Musicae Scientiae"},{"key":"B2","volume-title":"Students'attitudes Toward The Annual Instrumental Exam In Croatian Elementary Music Schools","author":"Begi\u0107","year":"2025"},{"key":"B3","doi-asserted-by":"publisher","first-page":"189","DOI":"10.1177\/1029864914523282","article-title":"The role of coping strategy and experience in predicting music performance anxiety","volume":"18","author":"Biasutti","year":"2014","journal-title":"Mus. 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