000101133 001__ 101133
000101133 005__ 20230519145350.0
000101133 0247_ $$2doi$$a10.1177/0305735620968626
000101133 0248_ $$2sideral$$a121211
000101133 037__ $$aART-2021-121211
000101133 041__ $$aeng
000101133 100__ $$0(orcid)0000-0001-6492-2248$$aOrejudo, S.$$uUniversidad de Zaragoza
000101133 245__ $$aA social support scale for music students in music schools, academies, and conservatories: An adaptation into Spanish and a factorial invariance study
000101133 260__ $$c2021
000101133 5060_ $$aAccess copy available to the general public$$fUnrestricted
000101133 5203_ $$aSocial support is one of the variables that exert the greatest influence on the motivation of music students, as well as on emotional aspects that affect their results. Research, however, is limited by the current scarcity of evaluation tools. This article thus presents the process of adaptation into Spanish of the Social Support Scale. We report on the elaboration of the questionnaire’s exact wording through direct and reverse translation. We subsequently present analysis of internal reliability and validity based on a sample of 668 music students in music schools and university-level music academies, aged 12–60 (mean 16.9). The study is complemented by an analysis of factorial invariance comparing secondary education and university. The results reproduce the social support factors stemming from parents and teachers; peer support is subdivided into two subcategories. Discrepancies with the original version are not so much due to the adaptation process, but can be attributed, for the most part, to differences between the sample compositions. Our results indicate that Spanish music students perceive a considerable amount of social support for their music learning activities; differences stand out, however, in terms of age, gender, and educational level.
000101133 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc-nd$$uhttp://creativecommons.org/licenses/by-nc-nd/3.0/es/
000101133 590__ $$a1.904$$b2021
000101133 591__ $$aPSYCHOLOGY, EDUCATIONAL$$b44 / 60 = 0.733$$c2021$$dQ3$$eT3
000101133 591__ $$aPSYCHOLOGY, EXPERIMENTAL$$b72 / 91 = 0.791$$c2021$$dQ4$$eT3
000101133 591__ $$aPSYCHOLOGY, APPLIED$$b65 / 83 = 0.783$$c2021$$dQ4$$eT3
000101133 594__ $$a3.4$$b2021
000101133 592__ $$a0.823$$b2021
000101133 593__ $$aPsychology (miscellaneous)$$c2021$$dQ1
000101133 593__ $$aMusic$$c2021$$dQ1
000101133 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion
000101133 700__ $$aCandela, C.
000101133 700__ $$0(orcid)0000-0002-8263-3447$$aCasanova, O.$$uUniversidad de Zaragoza
000101133 700__ $$aCuartero, L.M.
000101133 7102_ $$13001$$2189$$aUniversidad de Zaragoza$$bDpto. Expres.Music.Plást.Corp.$$cÁrea Didáctica Expres. Musical
000101133 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000101133 773__ $$g49, 6 (2021), 1589-1604$$pPSYCHOLOGY OF MUSIC$$tPSYCHOLOGY OF MUSIC$$x0305-7356
000101133 8564_ $$s207801$$uhttps://zaguan.unizar.es/record/101133/files/texto_completo.pdf$$yPostprint
000101133 8564_ $$s1358272$$uhttps://zaguan.unizar.es/record/101133/files/texto_completo.jpg?subformat=icon$$xicon$$yPostprint
000101133 909CO $$ooai:zaguan.unizar.es:101133$$particulos$$pdriver
000101133 951__ $$a2023-05-18-13:26:05
000101133 980__ $$aARTICLE