000094512 001__ 94512
000094512 005__ 20210902121824.0
000094512 0247_ $$2doi$$a10.3389/fpsyg.2020.01249
000094512 0248_ $$2sideral$$a118375
000094512 037__ $$aART-2020-118375
000094512 041__ $$aeng
000094512 100__ $$0(orcid)0000-0003-0088-2261$$aZarza Alzugaray, Francisco Javier$$uUniversidad de Zaragoza
000094512 245__ $$aMusic Self-Efficacy for Performance: An explanatory model based on Social Support
000094512 260__ $$c2020
000094512 5060_ $$aAccess copy available to the general public$$fUnrestricted
000094512 5203_ $$aPersonal perceptions of self-efficacy are particularly relevant in the field of music performance, which is oriented toward the outward expressions of one’s own ability through public performances. Within this context, a number of personal variables, including social support and performance anxiety, have been shown to be associated with musical success and are therefore relevant for research that seeks to understand the four sources of self-efficacy (mastery experiences, vicarious observation, verbal persuasion, physiological states) that are integral components of Bandura’s (2002) Social Learning Theory. Previous research, as well as observed differences among musicians associated with educational level (preuniversity) and gender (male/female), underpins the context of this study, which presents evidence regarding the factors that are capable of mediating perceptions of self-efficacy for musical performance. Specifically, the main objectives of this study were to more clearly understand relations between social support, public performance, musical performance anxiety, and self-efficacy using structural equation modeling and to compare these results according to gender. A battery of questionnaires was submitted to 359 preuniversity Spanish music students. Results highlight the relevance of family support for self-efficacy in public performance: directly and mediated through musical performance anxiety. The role of teachers and peers appeared to be relevant only for boys and was mediated through performance anxiety. Public performances lead to a greater degree of musical self-efficacy, but only in girls. Further research shall be required in order to improve pedagogical methods and help teachers increasingly individualize their teaching.
000094512 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S57-17R
000094512 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000094512 590__ $$a2.99$$b2020
000094512 591__ $$aPSYCHOLOGY, MULTIDISCIPLINARY$$b42 / 139 = 0.302$$c2020$$dQ2$$eT1
000094512 592__ $$a0.946$$b2020
000094512 593__ $$aPsychology (miscellaneous)$$c2020$$dQ2
000094512 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000094512 700__ $$0(orcid)0000-0002-8263-3447$$aCasanova López, Oscar$$uUniversidad de Zaragoza
000094512 700__ $$aMcPherson, Gary E.
000094512 700__ $$0(orcid)0000-0001-6492-2248$$aOrejudo Hernández, Santos$$uUniversidad de Zaragoza
000094512 7102_ $$13001$$2189$$aUniversidad de Zaragoza$$bDpto. Expres.Music.Plást.Corp.$$cÁrea Didáctica Expres. Musical
000094512 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000094512 773__ $$g11 (2020), 1249$$pFront. psychol.$$tFrontiers in Psychology$$x1664-1078
000094512 8564_ $$s980799$$uhttps://zaguan.unizar.es/record/94512/files/texto_completo.pdf$$yVersión publicada
000094512 8564_ $$s446410$$uhttps://zaguan.unizar.es/record/94512/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000094512 909CO $$ooai:zaguan.unizar.es:94512$$particulos$$pdriver
000094512 951__ $$a2021-09-02-10:10:33
000094512 980__ $$aARTICLE