Understanding heterogeneity in music performance anxiety: a latent profile analysis of time perspective and dispositional MPA

Abstract

Introduction The present study aimed to clarify heterogeneity in dispositional music performance anxiety (MPA) by identifying latent profiles based on joint patterns of time perspective (TP) and MPA, and by examining their associations with music learning motivation, musical self-esteem, and previous performance breakdown experience. Methods A total of 456 Chinese university music students completed measures of TP, dispositional MPA, music learning motivation, and musical self-esteem. Previous performance breakdown experience was assessed using a supplementary questionnaire item. Latent profile analysis (LPA) was conducted to identify distinct profiles, followed by auxiliary analyses of profile differences and predictors of profile membership. Results Three profiles emerged. Profile 1 (25.9%) combined lower MPA with lower Past-Negative and Present-Fatalistic orientations and relatively higher Past-Positive and Future orientations. Profile 2 (49.6%) showed intermediate MPA but a temporal pattern that was not uniformly intermediate, including the lowest level of Present-Hedonistic orientation. Profile 3 (24.6%) combined higher MPA with higher Past-Negative and Present-Fatalistic orientations and relatively lower Past-Positive and Future orientations. Auxiliary analyses revealed profile differences in music learning motivation and musical self-esteem, while previous performance breakdown experience was significantly associated with profile membership. Notably, intermediate MPA severity did not necessarily correspond to more favorable psychological functioning. Conclusions These findings indicate that dispositional MPA is embedded within broader configurations of temporal and psychological functioning. A joint person-centered approach can reveal distinct vulnerability patterns that are less apparent when focusing primarily on MPA severity alone. From a practical perspective, MPA assessment and intervention may benefit from considering temporal and psychological characteristics alongside symptom severity, particularly for students whose vulnerabilities may not be evident from anxiety levels alone.

The authors' abstract, as published at the source. Frontiers in Psychology, 2026 · DOI ↗