This study aims to determine the relationships between music performance anxiety, psychological resilience, and positive thinking skills among undergraduate students pursuing professional music education. Identifying the related psychological factors of music students' performance anxiety is considered important to improve the quality of their musical performance in environments such as exams and concerts, and to strengthen their capabilities for future performances.

A correlational survey model was used in the study. The population of this study consisted of students enrolled in various music programs at the undergraduate level in Turkiye, while the sample consisted of music students selected using the convenience sampling method. Undergraduate music students in the music departments of conservatories, fine arts faculties, education faculties, and art and design faculties at various universities in Turkiye were reached with the necessary permissions. Data was collected online via Google Forms, which sent to the relevant group via email and social media, and the study completed with the participation of 296 individuals who agreed to participate in the research. The average age of the participants was x=24.56 (min. 18, max. 68; age range 18 - 68). Out of 296 students, 180 were female (60.8%) and 116 were male (39.2%).

Data in this study were collected using four measurements; the "Personal Information Form" created by the researchers, the "Kenny Music Performance Anxiety Inventory" adapted into Turkish by Özevin Tokinan (2013), the "Positive Thinking Skills Scale" (2013) adapted into Turkish by Akın et al. (2014), and the "Short Psychological Resilience Scale" adapted into Turkish by Akın et al. (2014). According to the findings of the Pearson Moment Correlation Analysis, there is a moderate negative and significant relationship between music performance anxiety and psychological resilience (r=-0.454, p=.000<.01). Similarly, the analysis results showed a moderate negative and significant relationship between music performance anxiety and positive thinking skills (r=-.0405, p=.000<.01). In other words, the preliminary findings showed that as individuals' levels of psychological resilience and positive thinking skills increase, their music performance anxiety decreases. In this context, lower levels of music performance anxiety in music students would contribute to success in their music performances, and they could better showcase their musical abilities. It is believed that efforts to support music students' psychological resilience levels and positive thinking skills would contribute to preventing higher levels of music performance anxiety and developing their professional and personal skills.

Keywords: Undergraduate music students, music performance anxiety, psychological resilience, positive thinking skills.