The Impact of Mindfulness Practice on the Practice Efficiency of Tertiary-Level Violin Students in Zhengzhou, China

Abstract

This study explores the role of mindfulness practice in improving the practice efficiency of tertiary-level violin students in Zhengzhou, China. Violin learning requires precise coordination, emotional regulation, and sustained concentration, often accompanied by physical strain and psychological stress. Drawing upon Mindfulness Theory, Self-Regulated Learning (SRL), and Self-Determination Theory (SDT), this research examines how mindfulness can enhance students’ technical skills such as bow control, intonation stability, and posture alignment while reducing anxiety and tension. Through literature review and theoretical synthesis, the study identifies mindfulness as a multidimensional method that strengthens attention, emotional stability, and bodily awareness. Compared with other psychological interventions, mindfulness demonstrates a distinctive ability to integrate cognitive, emotional, and physiological regulation. The findings suggest that mindfulness strengthens students’ self-regulation and motivation and supports their overall well-being. It provides an innovative pedagogical framework for violin education. This study contributes to bridging the gap between traditional technique-centered training and holistic, mind-body-integrated approaches, offering practical implications for music educators who seek to improve learning outcomes and promote sustainable artistic development.