{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,12]],"date-time":"2026-08-12T06:30:27Z","timestamp":1786516227387,"version":"build-2736575974"},"reference-count":33,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,8,12]],"date-time":"2026-08-12T00:00:00Z","timestamp":1786492800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:p>Musical self-concept is a relevant construct in education research, due to its relationship with motivational, academic, and contextual variables. Our study aimed to analyse the levels of musical self-concept among adolescents in secondary education and to examine the relationship between musical self-concept and several sociodemographic and educational variables within the framework of school music taught as a subject in Spain. Our sample consisted of 980 students ages 12\u201318, enrolled in secondary schools in the autonomous regions of Aragon and Navarra. For data collection, we used the \u201cinstrumental musical self-concept\u201d scale, along with a further questionnaire designed to collect contextual variables. We conducted variance analyses and a multiple linear regression analysis using the stepwise method. Our results show several significant differences in the level of an individual\u2019s instrumental musical self-concept by sex, habitat (urban\/rural), whether they practice an instrument, and whether they receive educational support. We found that general instrumental practice is the main predictor of instrumental musical self-concept, both inside and outside the classroom. These findings contribute to a refined understanding of musical self-concept as a construct primarily driven by sustained instrumental practice and shaped by contextual educational conditions rather than solely by static socio-demographic factors. Our results highlight the need to consider several socio-educational and contextual variables when designing secondary school programmes and activities.<\/jats:p>","DOI":"10.3389\/fpsyg.2026.1886757","type":"journal-article","created":{"date-parts":[[2026,8,12]],"date-time":"2026-08-12T05:54:50Z","timestamp":1786514090000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Instrumental musical self-concept in secondary school: the influence of socio-demographic and educational variables in non-specialised educational environments"],"prefix":"10.3389","volume":"17","author":[{"given":"Mar\u00eda Bego\u00f1a","family":"Zarza-Alzugaray","sequence":"first","affiliation":[{"name":"Department of Educational Sciences, Faculty of Humanities and Education, University of La Rioja","place":["Logro\u00f1o, Spain"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Oscar","family":"Casanova","sequence":"additional","affiliation":[{"name":"Musical, Plastic and Body Expression Department, Faculty of Education, University of Zaragoza","place":["Zaragoza, Spain"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Francisco Javier","family":"Zarza-Alzugaray","sequence":"additional","affiliation":[{"name":"Musical, Plastic and Body Expression Department, Faculty of Education, University of Zaragoza","place":["Zaragoza, Spain"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,8,12]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","first-page":"558","DOI":"10.1111\/bjep.70038","article-title":"The formation of self-concept and intrinsic value in arts-related domains: extending the generalized internal\/external frame of reference model to music and visual arts","volume":"96","author":"Arens","year":"2025","journal-title":"Br. 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