Audrey‐Kristel Barbeau

Music‐intensive school program are one way of enhancing arts‐education in public schools. Elementary school students enrolled in a music‐intensive program are exposed to several stress factors that could contribute to development of music performance anxiety (MPA). This study aims to describe MPA manifestations as reported by 164 students from 9 to 12 years of age taking part in a music‐intensive school program, and to identify what may contribute to its development. Data were collected using a sociodemographic questionnaire, and the French version of the Music Performance Anxiety Inventory for Adolescents. Although it was expected that being involved in an intensive music program would bring students to report higher levels of MPA, results showed moderate levels of MPA. In addition, girls reported significatively more manifestations of MPA than boys. The MPA level also vary according to the origin of the registration in the program (child's request or parents' suggestion), and the cycle. Indeed, cycle 2 students reported significantly less MPA than cycle 3 students when the request to participate in the music‐intensive program came from the child. Findings provide useful key points that should be considered for both practitioners and researchers.