Self-Regulated Learning in Music Education: A Structural Model of Social Support and Performance-Related Challenges

This study analyses the relationship between self-regulated learning (SRL), music performance anxiety (MPA), and social support in a sample of 72 students at music conservatories in Spain. Using a structural equation model, the direct and indirect effects of psychological and social factors on self-...

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Autores: Zarza-Alzugaray, Francisco Javier, Grau Ramón, Sara, Casanova, Oscar, Zarza-Alzugaray, María Begoña
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2025
País:España
Institución:Universidad de Zaragoza
Repositorio:Zaguán. Repositorio Digital de la Universidad de Zaragoza
OAI Identifier:oai:zaguan.unizar.es:165388
Acceso en línea:http://zaguan.unizar.es/record/165388
Access Level:acceso abierto
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spelling Self-Regulated Learning in Music Education: A Structural Model of Social Support and Performance-Related ChallengesZarza-Alzugaray, Francisco JavierGrau Ramón, SaraCasanova, OscarZarza-Alzugaray, María BegoñaThis study analyses the relationship between self-regulated learning (SRL), music performance anxiety (MPA), and social support in a sample of 72 students at music conservatories in Spain. Using a structural equation model, the direct and indirect effects of psychological and social factors on self-regulation are examined, with instrument practice hours as a mediating variable. The results show that self-regulation is boosted by social support from teachers and by hours of study, while performance anxiety and helplessness have significant adverse effects. In addition, performance anxiety is associated with higher levels of helplessness and with an unfavourable early educational context. Support from family and friends is negatively associated with helplessness, indicating a protective role, although its direct influence on instrument practice is limited. The final model explains 52% of the variance in self-regulated learning, suggesting that support quality and perceived independence are decisive and highlighting the importance of pedagogical practices that foster self-regulation, metacognition, and emotional resilience in music education. 2025info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://zaguan.unizar.es/record/165388reponame:Zaguán. Repositorio Digital de la Universidad de Zaragozainstname:Universidad de ZaragozaInglésinfo:eu-repo/grantAgreement/ES/UZ/JIUZ2023-CSJ-21info:eu-repo/semantics/openAccessoai:zaguan.unizar.es:1653882026-05-29T13:59:51Z
dc.title.none.fl_str_mv Self-Regulated Learning in Music Education: A Structural Model of Social Support and Performance-Related Challenges
title Self-Regulated Learning in Music Education: A Structural Model of Social Support and Performance-Related Challenges
spellingShingle Self-Regulated Learning in Music Education: A Structural Model of Social Support and Performance-Related Challenges
Zarza-Alzugaray, Francisco Javier
title_short Self-Regulated Learning in Music Education: A Structural Model of Social Support and Performance-Related Challenges
title_full Self-Regulated Learning in Music Education: A Structural Model of Social Support and Performance-Related Challenges
title_fullStr Self-Regulated Learning in Music Education: A Structural Model of Social Support and Performance-Related Challenges
title_full_unstemmed Self-Regulated Learning in Music Education: A Structural Model of Social Support and Performance-Related Challenges
title_sort Self-Regulated Learning in Music Education: A Structural Model of Social Support and Performance-Related Challenges
dc.creator.none.fl_str_mv Zarza-Alzugaray, Francisco Javier
Grau Ramón, Sara
Casanova, Oscar
Zarza-Alzugaray, María Begoña
author Zarza-Alzugaray, Francisco Javier
author_facet Zarza-Alzugaray, Francisco Javier
Grau Ramón, Sara
Casanova, Oscar
Zarza-Alzugaray, María Begoña
author_role author
author2 Grau Ramón, Sara
Casanova, Oscar
Zarza-Alzugaray, María Begoña
author2_role author
author
author
description This study analyses the relationship between self-regulated learning (SRL), music performance anxiety (MPA), and social support in a sample of 72 students at music conservatories in Spain. Using a structural equation model, the direct and indirect effects of psychological and social factors on self-regulation are examined, with instrument practice hours as a mediating variable. The results show that self-regulation is boosted by social support from teachers and by hours of study, while performance anxiety and helplessness have significant adverse effects. In addition, performance anxiety is associated with higher levels of helplessness and with an unfavourable early educational context. Support from family and friends is negatively associated with helplessness, indicating a protective role, although its direct influence on instrument practice is limited. The final model explains 52% of the variance in self-regulated learning, suggesting that support quality and perceived independence are decisive and highlighting the importance of pedagogical practices that foster self-regulation, metacognition, and emotional resilience in music education. 
publishDate 2025
dc.date.none.fl_str_mv 2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
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status_str publishedVersion
dc.identifier.none.fl_str_mv http://zaguan.unizar.es/record/165388
url http://zaguan.unizar.es/record/165388
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/grantAgreement/ES/UZ/JIUZ2023-CSJ-21
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv
publisher.none.fl_str_mv
dc.source.none.fl_str_mv reponame:Zaguán. Repositorio Digital de la Universidad de Zaragoza
instname:Universidad de Zaragoza
instname_str Universidad de Zaragoza
reponame_str Zaguán. Repositorio Digital de la Universidad de Zaragoza
collection Zaguán. Repositorio Digital de la Universidad de Zaragoza
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