Abstract
As an important part of music education, music stage performance has developed rapidly within the framework of modern university higher education. However, there are still many problems in the research and teaching practice. Music stage performance evaluation and related research did not consider students ' psychology, resulting in poor teaching effects. Most of the research objects of knowledge structure are teachers, ignoring the promotion of students ' knowledge structure to music stage performance. Besides, many existing studies focus on how music improves patients ' self-efficacy but ignore how self-efficacy improves music stage performance. Thus, this study aims to propose a model to explore the stage performance of music major students in universities and the covariates that can improve stage performance.
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