This study investigates the relationship between psychological stress, physiological stress, self-efficacy, learning motivation, and singing performance among non-music major university students. The primary aim is to understand how these variables interact and influence each other within the context of musical education. Grounded in theoretical frameworks of self-efficacy theory, social cognitive theory, and self-determination theory, the research examines the mediating role of self-efficacy and learning motivation in the relationship between stress and singing performance.A sample of 32 participants was recruited using cluster sampling techniques, with data collected through a comprehensive questionnaire comprising validated scales adapted from existing literature. The analysis involved reliability testing using Cronbach's alpha, as well as convergent and discriminant validity analyses to ensure the robustness of the measurement scales.The results indicate strong reliability across all constructs, with Cronbach's alpha coefficients ranging from 0.78 to 0.97. Convergent validity analysis reveals high correlations between items within the same construct, while discriminant validity analysis demonstrates low correlations between items measuring different constructs, supporting the validity of the measurement scales.The findings suggest a direct negative relationship between psychological stress and singing performance, as well as between psychological stress and self-efficacy, indicating that higher stress levels lead to decreased performance and self-doubt. Moreover, psychological stress was found to diminish learning motivation, hindering students' enthusiasm for learning and practicing.Overall, this study contributes to our understanding of the complex interplay between stress, self-efficacy, motivation, and performance in non-music major university students. By elucidating these relationships, the findings have implications for educational interventions aimed at reducing stress and enhancing performance outcomes in musical education contexts.