Full-text resources of PSJD and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

PL EN


Preferences help
enabled [disable] Abstract
Number of results
2017 | XXII | 1 | 71-89

Article title

Cechy osobowości uczniów szkół muzycznych a poziom otrzymywanego wsparcia społecznego

Content

Title variants

Languages of publication

Abstracts

EN
Article focuses on issues related to the selected dimensions of the psychosocial functioning of music school students. Directly concerns the relation between personality traits of musically talented youth and perceived level of receiving social support. The research presented in this article was conducted among students of Polish music schools in different regions of the country. As part of this study used authoring tool for (1) measuring social support for music school students, the content of which specific questions adapted to the specific school of music and (2) Paul Costa and Robert McCrae Personality Inventory NEO-FFI. The results of the research allowed to indicate the strength of the association between the level of personality traits of music school students and the types of social support (emotional support, instrumental, informational and evaluative) received from various social groups (parents, teacher of the main subject, other teachers, colleagues from the music school, colleagues outside music school). In the dimension of social support studies were innovative and in terms of personality traits allowed polemics to previous studies carried out in the population of Polish students of music schools and abroad research.

Year

Volume

Issue

1

Pages

71-89

Physical description

Dates

published
2017

Contributors

References

Document Type

Publication order reference

Identifiers

Biblioteka Nauki
1167856

YADDA identifier

bwmeta1.element.ojs-issn-1642-1043-year-2017-volume-XXII-issue-1-article-9959f224-3998-3dcb-976e-f8f821a15296
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.