Stage performance represents a globally recognized learning context in which young musicians must integrate technical mastery, emotional regulation, and communicative intent in real time. Within contemporary educational psychology, such authentic performance environments are increasingly valued for cultivating transferable competencies that support lifelong learning. This study investigates how structured participation in youth music competitions contributes to confidence development, resilience, and emerging performance identity among violin students aged 7–12 in Southern California. A teacher-led qualitative longitudinal design was employed to document behavioral and motivational indicators across lesson-based preparation, simulated performance, and formal competition phases. Analysis of three representative student profiles revealed progressive improvements in autonomous stage readiness, recovery continuity following mistakes, and willingness to return to public performance environments. These findings highlight that performance-based pedagogy—when scaffolded and psychologically supportive—can transform high-pressure settings into formative developmental experiences that strengthen self-efficacy and social-emotional adaptability. Insights gained hold relevance for international educational practices seeking to promote healthy performance engagement in childhood, reinforcing the role of inclusive stage opportunities in advancing holistic learner development.

Peiwen Su. Performance-Based Music Education as a Mechanism for Confidence and Resilience Development in Young Musicians: A Longitudinal Study in Southern California. Frontiers in Art Research (2025), Vol. 7, Issue 8: 87-92. https://doi.org/10.25236/FAR.2025.070813.

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