Proceedings of the 6th World Conference on Education and Teaching
Year: 2024
DOI:
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Instrumental Musical Self-Concept and Related Variables in a Sample of Secondary School Students
Begoña Zarza-Alzugaray, Francisco Javier Zarza-Alzugaray, Óscar Casanova López
ABSTRACT:
Research in music education demonstrates the relationship between musical and academic self-concept, perceived social support and well-founded optimism, attributional styles, and academic performance. Thus, the objective of this research was to analyze the levels of instrumental musical self-concept, well-founded optimism and perceived social support in secondary school students. For this, we used the Instrumental Musical Self-Concept Scale, adaptation to the secondary stage of Perceived Social Support Scale in Spanish conservatory music students and the Grounded Optimism Scale. The sample was made up of 980 Secondary students from Zaragoza. The ANOVA analysis has allowed us to describe the levels of instrumental musical self-concept, well-founded optimism and perceived social support based on the independent variables of sex and instrumental practice outside school hours and the hours dedicated to instrumental practice in the music subject. In this way, students who dedicate more hours to instrumental practice in the subject and/or play an instrument outside of school hours, present significantly higher levels of instrumental musical self-concept (F=33.410, p=.000; F=288.325, p=,000), well-founded optimism (F=4.660, p=.031; F=33.080, p=,000) and perceived social support (F= 16.434, p=.000; F= 248.531, p=,000). Significant mean differences have also been seen in favor of women in instrumental musical self-concept (F=31.761, p=.000), perceived social support (F=248.531, p=.000) and in the contingency factors and alternatives of well-founded optimism (F=4.917, p=.027; F=4.299, p=.027). This research expands knowledge about Secondary School students, highlighting the importance of training and instrumental practice.
keywords: Musical education, secondary education, instrumental training, musical self-concept, social support