A. Toom

Social support and its connection to students’ self-efficacy in learning an instrument: A systematic literature review

This article presents a synthesis of research evidence on the role of social support in learning to play an instrument in one-to-one learning settings, and its relationships with children’s and adolescents’ self-efficacy in learning an instrument by using the systematic literature review. Search was conducted using the EBSCO and Web of Science databases, resulting in a total of 3,740 studies. 40 empirical studies were included in the review. The results indicate that parents and teachers are the primary sources of social support in this context. The influence of social support on self-efficacy was rarely addressed. These findings provide insights for teachers and parents and enhance understanding of social support in music education.