Ou, JiayiQin, Chao2026-03-202026-03-202025-06-251664-1078PURE: 157994465PURE UUID: f6ca21aa-e0aa-4c71-a8ed-0345e16c9cb1WOS: 001524540200001PubMed: 40636046http://hdl.handle.net/10362/201669Introduction: Music self-efficacy (MSE) and music performance anxiety (MPA) are critical issues in music education. This study examines MSE, including both music learning self-efficacy (MLSE) and music performance self-efficacy (MPSE), as well as MPA, among undergraduate violin students in mainland China.Methods: Data were collected via an online survey distributed to students from 11 music conservatories, resulting in 254 valid responses.Results and discussion: The results revealed moderate levels of MLSE and MPSE, with no significant gender differences. Differences were observed across academic years, with lower-year students reporting higher MLSE and MPSE than upper-year students. Conservatory level also influenced MLSE and MPSE, with A-level students scoring higher than B- and C-level students. MPA levels were generally high, but no gender or academic year differences were observed. However, a U-shaped pattern of MPA across conservatory levels was identified, with A- and C-level students experiencing higher anxiety than B-level students. Notably, MLSE was positively associated with MPA, while MPSE showed a negative association, suggesting that the two types of self-efficacy play divergent roles in MPA. These findings indicate that while MLSE and MPSE are moderately correlated, they differentially influence violin students’ MPA.13615167engMusic anxietyMusic learning self-efficacyMusic performance self-efficacyMusical instrument educationViolin undergraduatesjournal article10.3389/fpsyg.2025.1575591https://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=nova_api&SrcAuth=WosAPI&KeyUT=WOS:001524540200001&DestLinkType=FullRecord&DestApp=WOS_CPLhttps://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2025.1575591/full