000151978 001__ 151978 000151978 005__ 20250321155444.0 000151978 0247_ $$2doi$$a10.3389/fpsyg.2021.722082 000151978 0248_ $$2sideral$$a126524 000151978 037__ $$aART-2021-126524 000151978 041__ $$aeng 000151978 100__ $$0(orcid)0000-0001-6492-2248$$aOrejudo Hernández S.$$uUniversidad de Zaragoza 000151978 245__ $$aSocial Support as a Facilitator of Musical Self-Efficacy 000151978 260__ $$c2021 000151978 5060_ $$aAccess copy available to the general public$$fUnrestricted 000151978 5203_ $$aPrevious research has shown that musical self-efficacy is one of the predictors of academic achievement, but few studies have analyzed the function of social support in the construction of musical self-efficacy. In this study we analyze the relationship between three sources of support perceived by music students – parents, teachers, and peers – and their influence on levels of self-efficacy for learning and for public performance. We analyze three groups of students under the hypothesis that relationships among those variables can vary with age and the level of education. A total of 444 students enrolled in six Spanish music schools, two music universities, and four advanced music schools, completed the Social Support Scale for Music Students, as well as the General Musical Self-Efficacy Scale. Results reveal significant relationships among the aforementioned variables, with considerable variation according to academic level. For the youngest students enrolled in advanced music schools (conservatorios profesionales), the role of parents and teachers was crucial, especially for predicting self-efficacy for learning, which, in turn, is the best predictor of self-efficacy for public performance. For the 16–18-year-olds enrolled in the same advanced music schools, their peers play a particularly relevant role in reinforcing their self-efficacy for learning. Social support had a negligible influence on the self-efficacy of university-level students, but they did experience a strong relationship between self-efficacy for learning, on the one hand, and public performance, on the other. We interpret these results in view of potential long-term careers in music, relating them with a series of different agents. 000151978 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S57-20R 000151978 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/ 000151978 590__ $$a4.232$$b2021 000151978 591__ $$aPSYCHOLOGY, MULTIDISCIPLINARY$$b35 / 146 = 0.24$$c2021$$dQ1$$eT1 000151978 592__ $$a0.873$$b2021 000151978 593__ $$aPsychology (miscellaneous)$$c2021$$dQ1 000151978 594__ $$a4.0$$b2021 000151978 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion 000151978 700__ $$0(orcid)0000-0003-0088-2261$$aZarza Alzugaray F.J.$$uUniversidad de Zaragoza 000151978 700__ $$0(orcid)0000-0002-8263-3447$$aCasanova López O.$$uUniversidad de Zaragoza 000151978 700__ $$aMcPherson G.E. 000151978 7102_ $$13001$$2189$$aUniversidad de Zaragoza$$bDpto. Expres.Music.Plást.Corp.$$cÁrea Didáctica Expres. Musical 000151978 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac 000151978 773__ $$g12 (2021), 722082 [12 pp.]$$pFront. psychol.$$tFrontiers in Psychology$$x1664-1078 000151978 8564_ $$s838528$$uhttps://zaguan.unizar.es/record/151978/files/texto_completo.pdf$$yVersión publicada 000151978 8564_ $$s2337315$$uhttps://zaguan.unizar.es/record/151978/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada 000151978 909CO $$ooai:zaguan.unizar.es:151978$$particulos$$pdriver 000151978 951__ $$a2025-03-21-14:41:08 000151978 980__ $$aARTICLE