Psychological strain and mental health challenges among higher education students have become a major concern in Nordic countries and globally (Cuppen et al., 2024; Parikka et al., 2024; WHO, 2025). Arts students report higher levels of stress, burnout and mental health problems than students in other fields (Kunttu et al., 2017; Lee et al., 2024; Vaag et al., 2021). Music students particularly display elevated levels of physical and psychological health problems (e.g. Rose et al., 2024; Spahn et al., 2004) and also experience study‑related burnout (e.g. Bernhard, 2007, 2010). 

Although music is often associated with positive well‑being, studying to become a music professional can be psychologically and physically demanding. In addition to general higher education demands, music students face discipline-specific stressors such as competition, extensive solitary practice, performance anxiety, and perfectionism (e.g. Araújo et al., 2017; Perkins et al., 2017). While their well-being has been studied through performance anxiety, stress, and overuse injuries, research on academic burnout and engagement remains limited and inconsistent, typically based on single‑institution or single-country samples (see, however, Zabuska et al., 2018). 

Understanding factors that influence students’ well-being is essential, as well-being during studies is linked to academic progress and later occupational well-being. In this study, academic well‑being is defined as comprising both negative (study burnout: exhaustion, cynicism, inadequacy) and positive (study engagement: vigor, dedication, absorption) dimensions (Salmela-Aro et al., 2009; Salmela-Aro & Upadaya, 2012; Schaufeli et al., 2002). Study-related burnout is associated with intentions to discontinue studies (e.g. Calcatin et al., 2022) and predicts later work-related burnout (Robins et al., 2018), whereas study engagement is positively associated with academic achievement and subjective well-being (Wong et al., 2024). 

Perfectionism is an important factor in students’ well-being (Hill et al., 2025). It has increased among students (Curran & Hill, 2019) and is common among music students (Alpheis & Altenmüller, 2024; Butković et al., 2022). Perfectionism is a multidimensional construct comprising positive and negative dimensions (Hewitt & Flett, 1991; Stoeber & Otto, 2006). While high personal standards and striving for excellence may support engagement, fear of failure and self‑criticism are linked to poorer recovery and a higher risk of burnout (e.g. Flaxman et al., 2017; Tuominen et al., 2021). Perfectionism may also arise from the environment: a perfectionistic climate refers to performance pressures from institutions or teachers, such as expectations of flawlessness or critical responses to mistakes (Grugan et al., 2021). 

Perfectionism can lead individuals to work at the expense of their recovery and well-being. It is associated with high workloads (Bellam & Curran, 2025) and stress (Hewitt & Flett, 2002), both of which increase the risk of burnout when sustained over time (Lin et al., 2021; Salmela‑Aro et al., 2009). Adequate recovery can prevent stress from developing into burnout (Gluschkoff et al., 2016). Beyond perfectionism, recovery plays a crucial but understudied role in students’ well-being. Recovery refers to processes that restore psychological and physical resources after a demanding situation (Sonnentag & Fritz, 2007). Sufficient recovery during leisure time is associated with higher work engagement on the following day (Sonnentag, 2003), whereas insufficient recovery is associated with an increased risk of burnout and poorer well-being (Geurts & Sonnentag, 2006; Gluschkoff et al., 2016). 

This dissertation examines music students’ academic well‑being and the factors influencing it. The overarching research question is: To what extent do higher education music students in the Nordic countries experience academic burnout and study engagement, and how are perfectionism and recovery associated with these dimensions of well-being at both individual and institutional levels? The study is grounded in the Study Demands–Resources model, which considers both individual- and environment-level demands and resources (Salmela-Aro & Upadyaya, 2014).  

The three sub‑studies draw on a systematic literature review, survey, and interviews. The survey and interview sub-studies follow an explanatory sequential design: the survey measures students’ burnout, engagement, perfectionism, and recovery, while the interviews deepen the interpretation of these phenomena from the perspectives of students’ experiences and learning environments. This mixed methods approach combines the strengths of quantitative and qualitative inquiry, providing a comprehensive understanding of academic well-being (Creswell & Plano Clark, 2017). The research material consists of survey data (N = 600–800) and interview data (n = 30–40), collected from music students in Nordic countries through collaboration networks. Collaborating institutions are in Finland and other Nordic countries (e.g., Stockholm, Aalborg, Oslo, Bergen). Data collection will follow country-specific requirements for research permits, data protection, and ethical procedures. Survey data will be gathered from 1-2 institutions per country. Interview participants will be selected from survey respondents who have expressed interest and represent diverse study-well-being profiles; interviews will be conducted primarily in Finland and Norway. Article 1: Burnout and engagement in higher education music students: a systematic review The systematic literature review synthesizes existing research on burnout and engagement among higher education music students. The protocol will be registered in OSF, reporting will follow PRISMA 2020 guidelines (Moher et al., 2009), and study quality will be assessed using the JBI and MMAT tools. Searches will target peer‑reviewed empirical studies on these phenomena. Searches will be conducted without time restriction in Scopus, PsycINFO, ERIC and Web of Science. Zotero and Covidence will support the review, and synthesis will rely on thematic analysis, supplemented with quantification. Article 2: Study engagement and burnout profiles in Nordic higher education music students: associations with perfectionism and recovery The survey study will employ validated instruments (e.g., SBI9, UWES-S, SAPS, REQ), which will be translated and piloted. Statistical analyses will include latent profile analysis to identify groups of students based on academic well‑being. Prior research (e.g., Salmela‑Aro & Read, 2017) suggests profiles such as “burned‑out,” “engaged,” or “burned‑out–engaged.” Associations with background factors, perfectionism, and recovery will be examined using analyses of variance and regression analyses. Structural equation modeling will test whether recovery mediates the association between perfectionism and academic well‑being. Article 3: The teaching-learning environment and music students’ burnout and engagement in Nordic countries The interview study uses semi‑structured interviews and thematic content analysis. The interviews deepen the interpretation of the survey findings, particularly regarding students’ experiences and learning environments.

The study has scientific, pedagogical, and societal significance. It examines the well-being of music students from a little-studied perspective, combining quantitative and qualitative data as well as individual and institutional levels of analysis. Its key novel contribution lies in exploring perfectionistic climate and recovery in connection with study well-being. Although the importance of recovery has been recognized in work‑life well‑being research, it has remained marginal in studies concerning music students. Given the fragmented nature of the existing literature, the systematic review is expected to provide the first focused synthesis of empirical findings on burnout and engagement among higher education music students. The review will summarise what is currently known about these phenomena, identify where findings converge or diverge, and highlight key gaps that warrant further research. The survey study extends previous research by drawing on a broader multicountry dataset than earlier studies and by introducing the measurement of perfectionistic climate that has not previously been applied to music students. It is expected to identify distinct profiles of academic well‑being, revealing both students who may be at heightened risk of burnout and those who remain engaged and thriving despite demanding study environments. The interview study complements these results by illuminating how students perceive their learning environments and the factors shaping their well‑being. Students’ accounts reveal contextual mechanisms that contribute to variation in burnout and engagement. Together, the findings help identify factors that support well-being and prevent burnout, providing a basis for developing pedagogical practices such as short-term recovery interventions or professional development for teachers aimed at reducing a perfectionistic climate. Collaboration with participating institutions supports the implementation of the results to benefit students. The research evidence can be used in decision-making and the development of pedagogical practices that promote student well-being.

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