000133408 001__ 133408
000133408 005__ 20250908131418.0
000133408 0247_ $$2doi$$a10.3390/educsci14030286
000133408 0248_ $$2sideral$$a137993
000133408 037__ $$aART-2024-137993
000133408 041__ $$aeng
000133408 100__ $$aZarza-Alzugaray, Begoña
000133408 245__ $$aMusical Instrumental Self-Concept, Social Support, and Grounded Optimism in Secondary School Students: Psycho-Pedagogical Implications for Music Education
000133408 260__ $$c2024
000133408 5060_ $$aAccess copy available to the general public$$fUnrestricted
000133408 5203_ $$aResearch in music education has shown that musical and academic self-concept, the social component, task achievement, and academic performance are highly interrelated constructs in musical learning in general and instrumental learning in particular in secondary school students. However, no studies in Spain have analyzed the relationship between musical self-concept and the variables of social support and optimism in compulsory secondary education. Therefore, our study aimed to explore the relationships between instrumental musical self-concept, social support, and grounded optimism. We hypothesize that there is a significant relationship between the variables of musical self-concept, social support, and grounded optimism The variables were measured using the Instrumental Musical Self-Concept Scale (IMSCS), an adaptation of the Perceived Social Support Scale in Spanish Conservatory Music Students to the Secondary School Level, and the Grounded Optimism Scale (BEEGC-RA/BEECESA-RA24). The study sample consisted of 980 students enrolled in compulsory secondary education in public and semi-private schools in the autonomous communities of Aragon and Navarra. An analysis of correlations and regressions allowed us to explore and quantify the relationship among the variables under study, confirming the existence of a significant relationship among the variables “instrumental musical self-concept”, “social support” and “grounded optimism”. The present study thus provides more in-depth knowledge of the variables involved in the teaching–learning process of music as a school subject and instrumental music in particular, as well as a greater knowledge of the individual’s performance and motivation in the subject, with various future implications to be taken into account.
000133408 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S57-23R
000133408 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000133408 592__ $$a0.73$$b2024
000133408 593__ $$aComputer Science (miscellaneous)$$c2024$$dQ1
000133408 593__ $$aEducation$$c2024$$dQ1
000133408 593__ $$aPhysical Therapy, Sports Therapy and Rehabilitation$$c2024$$dQ2
000133408 593__ $$aPublic Administration$$c2024$$dQ2
000133408 593__ $$aComputer Science Applications$$c2024$$dQ2
000133408 593__ $$aDevelopmental and Educational Psychology$$c2024$$dQ2
000133408 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000133408 700__ $$0(orcid)0000-0002-8263-3447$$aCasanova, Oscar$$uUniversidad de Zaragoza
000133408 700__ $$0(orcid)0000-0003-0088-2261$$aZarza-Alzugaray, Francisco Javier$$uUniversidad de Zaragoza
000133408 7102_ $$13001$$2189$$aUniversidad de Zaragoza$$bDpto. Expres.Music.Plást.Corp.$$cÁrea Didáctica Expres. Musical
000133408 773__ $$g14, 3 (2024), 286 [13 pp.]$$tEducation Sciences$$x2227-7102
000133408 8564_ $$s756382$$uhttps://zaguan.unizar.es/record/133408/files/texto_completo.pdf$$yVersión publicada
000133408 8564_ $$s2766494$$uhttps://zaguan.unizar.es/record/133408/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000133408 909CO $$ooai:zaguan.unizar.es:133408$$particulos$$pdriver
000133408 951__ $$a2025-09-08-12:52:11
000133408 980__ $$aARTICLE