Page 45 - How to Shine on Stage

& Eismann, 2007), while the associations between delayed perfectionism
and anxiety have not been clear-cut (Kobori et al., 2011; Stoeber & Eis-
mann, 2007). Maladaptive perfectionism is associated with maladaptive
stress-related coping mechanisms in music, such as practice avoidance,
which increases performance anxiety (Diaz, 2018; Kobori et al., 2011;
Stoeber & Eismann, 2007; Stoeber & Otto, 2006). Past research has re-
vealed that perfectionist anxieties are significantly correlated with so-
cially prescribed perfectionism and with musicians at the primary and
secondary level of music education (Diaz, 2018; Kobori et al., 2011; Stoe- 43
ber & Eismann, 2007). Maladaptive perfectionism entails intolerance of
mistakes, doubts concerning one’s own actions and abilities, and strong
self-criticism (Diaz, 2018; Kobori et al., 2011; Patston & Osborne, 2016;
Stoeber & Otto, 2006).
In contrast, adapted perfectionism correlates with more positive traits
and consequences, such as the development of efficient coping mechanisms
for performance anxiety, organization and increase of practice time, more
rewards, reduced performance anxiety, and better performance (Diaz,
2018; Kobori et al., 2011; Stoeber, 2012; Stoeber & Eismann, 2007; Stoe-
ber & Otto, 2006). Adaptive perfectionism concerns the tendency to form
behaviours and cognitions which include setting high personal standards Indirect Factors of Musical Performance Success
and rigid self-discipline (Diaz, 2018; Kobori et al., 2011; Stoeber, 2012;
Stoeber & Eismann, 2007; Stoeber & Otto, 2006). Adaptive perfectionism
is thought to be connected to internal motivation and self-directed perfec-
tionism (Kobori et al., 2011; Stoeber & Eismann, 2007).
In relation to musical success, I draw attention to the research by
Stoeber and Ulrike Eismann (2007), which concluded that younger mu-
sicians’ negative attitudes to mistakes as well as negative reactions to
them increase their performance anxiety, physical problems, and emo-
tional fatigue. Although frustrated, depressed, angry reactions to mis-
takes had a significant correlation with distress in young musicians,
external pressure towards perfection from parents and teachers did not
affect them substantially. This might imply that the internal pressures
and the striving for perfection are major factors in the generation of neg-
atively experienced performance states. Yet, it is true that throughout
their years of musical training, musicians internalize the external crite-
ria of perfectionism.

2.1.3 Musician’s Self-Image and Identity
Self-evaluation is one of the key factors influencing musical success. How
they sees themselves (self-image), how they experience themselves as a