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Objectiu: aquest treball té com a objectiu analitzar la producció científica sobre educació musical en el període 2006–2017 en revistes incloses en JCR. -- Metodologia: anàlisi bibliomètrica de tots els articles indexats a JCR amb el descriptor Music Education (educació musical). -- Resultats: es mostra que els 447 articles publicats representen un augment considerable de la producció científica, que ha augmentat any rere any, tot i que a certa distància d'altres àrees més consolidades. La majoria dels treballs els va fer un sol autor ocasional que únicament ha publicat un article, a més, s'observa una presència femenina més gran. La majoria dels articles es van escriure en anglès, amb una temàtica centrada en la didàctica de la música. Els treballs van ser poc o gens citats, depenent de l'antiguitat i del nombre d'autors, i es van publicar preferentment en revistes amb un índex d'impacte baix, la qual cosa mostra la poca repercussió dels treballs en comparació dels d'altres àrees de coneixement. Es planteja la necessitat de donar més atenció a la bibliometria de l'àrea com a línia de millora de la producció científica d'aquesta matèria. Objective: This paper analyses scientific production in music education during the period 2006–2017 in JCR journals. -- Methodology: The researchers conducted a bibliometric analysis of all of the articles indexed in JCR with the descriptor Music Education. -- Results: The 447 articles analysed reveal that there has been a considerable increase in production and that this has occurred annually, although it lags behind production in other areas. Most of the studies were conducted by single, occasional authors who had only published one article, and there was a greater presence of women authors. Most of the articles were written in English and addressed music didactics. The articles were rarely or never cited, depending on their age and the number of authors. They were mostly published in journals with a low impact factor, which shows the negligible repercussion of the articles in comparison with other areas of knowledge. The authors consider that there is a need for greater attention to the bibliometrics of production in this area, if it is to be improved.

The lockdown imposed in Spain as a result of COVID-19 made it necessary to rethink educational processes. In this situation, digital technologies offered the most efficient solution by moving all teaching to an online format. The purpose of this study is to analyze the adaptations made in music schools and conservatories. To achieve this, an ad hoc questionnaire was designed and distributed, and resulted in a sample of 259 teachers. The results reveal a lack of training and structures that was reflected in the problems encountered by teachers with continuing instrumental classes, especially for ensembles. However, music theory classes were affected to a lesser extent. It was observed that musical performance was used to focus on the emotional aspects of students and their families.

Knowledge and use of information and communication technology (ICT) are especially important for teachers since, in addition to ICT being a key element of the teaching and learning process, how teacher use it influences whether students use it inside and outside the classroom. This article identifies the knowledge of ICT that teachers from the area of music education at Spanish universities have and how they use it, as well as their training and their views on its advantages and disadvantages in teaching and learning processes. To do this, we used an ad hoc questionnaire with a valid sample of 112 teachers. The results indicate that teachers are aware of the benefits of ICT in their own teaching and in the professional future of the students. They kept the educational needs of the students very much in mind when choosing each resource. Despite knowing the benefits, the teachers did not train their students to learn how to use ICT. The biggest concern was the technological and gender gap identified.

Academic performance among university students is a fundamental factor in the analysis of quality of higher education. Despite the large volume of research on academic performance, there are no conclusive results regarding the influence of some variables on it. While some studies find differences attributable to gender, age, or psychological factors, such as coping strategies, others conclude that they are inexistent or insignificant. This article seeks to deepen about how these variables influence the academic performance of trainee primary-school teachers. Educational improvements in a society are only possible if teacher training guarantees a high qualification of its teachers. In this article we analyze academic progress in a sample of 136 students and the effect of gender, age and coping strategies and psychological symptoms. From the data analysis it can be concluded that all the analyzed variables cause differences in academic performance in teacher students. Therefore, it will be necessary to establish improvement plans for this degree that meet these conditions.

Adolescent music preferences revolve around so-called popular music, specifically that which is highly manipulated by audio and music production technologies and aimed at the mass market. These processes can result in music genres that lean toward sound homogenization, a phenomenon that could gradually restrict adolescents' access to the acoustic richness of other music styles that have emerged throughout history. The objective of this work was to analyze the music genres favored by a sample of Spanish adolescents (n = 464), based on their acoustic qualities (timbre, rhythm, and dynamics). The results of the automatic analysis indicated a great deal of overlap in terms of sound, which corroborated the homogeneous character of the genres. This calls for an approach to secondary music education that helps preserve musical richness and stylistic variety in the classroom.

COVID-19 caused an essential confinament in order to limit its expansion. Globally, this led to a reconsideration of education processes. The study's purpose is to analyse how compulsory education music teachers in Spain adapted. To gather the data, 335 teachers were surveyed. The participants preferred to continue teaching in most cases. However, this situation forced them into an adaptation in which preference was given to contemplative activities. These adaptations were marked by a lack of methodological and material resources. A common complaint was the lack of specific instructions from government bodies. In addition, a difference was observed between public, private and semi-private schools. Interestingly, the teachers considered that the situation had enabled them to have more contact with students, even though the learning was asynchronous.

Many recent proposals in music education relate to digital technologies. Technology can act as a mediator in the teaching-learning processes. Educators' digital competence comprises the knowledge and skills in both instrumental and didactic use and methodological use that each teacher possesses. This work focuses on music education teachers at Spanish universities. It examines their knowledge of different digital resources, use of them to prepare classes, use of them in class and teaching of them, as well as considering how they learned to use these resources and any problems they encounter while teaching them. For this purpose, an ad hoc questionnaire was administered to a total of 93 teachers from 45 different universities. The results show superficial knowledge of technologies, limited use in class preparation, minimal use in class and almost non-existent teaching. They also reflect teaching staff who are largely self-taught and who complain of the limited resources available in the classroom.

Latest studies point out the importance of emotional competencies in young people's education. Music is closely linked to people's personal development and the evidence suggests that there are differences in young people who participate in group music-making activities and young people who do not. In the present study we analysed the socioemotional profile of sample of Spanish adolescent musicians who sang in choirs or played in bands. A total of 660 adolescent musicians and 655 non-musicians participated in the study, which evaluated emotional competencies, life satisfaction, motivation to study and capacity of leadership. At the same time, an ad hoc questionnaire was also administered to the musicians to obtain their academic musical profile. The results of the study show statistically significant differences between musicians and non-musicians in all measured variables, and suggest that, in line with previous research, belonging to a musical ensemble, such as choirs and bands, is related with the development of many skills as well as self-perception. Furthermore, it promotes the development of socioemotional competencies, motivation and leadership.

The objectives of this study are: (1) to describe virtues, character strengths and coping strategies of college students; (2) to analyze the relationship between virtues, character strengths and coping strategies; and (3) to evaluate the predictive relationship between virtues and coping strategies. Ninety-one college students (98% females), aged between 19 and 42 years (M = 23.5; SD = 4.0), completed questionnaires VIA Inventory of Strengths, and Coping Responses Inventory-Adult. Strong positive correlations were found between the six virtues and three coping strategies. Specifically, Wisdom presented a positive correlation with behavioral and cognitive approach coping. Sixteen strengths presented positive correlations with behavioral approach coping strategies and four strengths presented positive correlations with cognitive approach coping. Wisdom described 23% of the variance in cognitive-approach coping, and Transcendence together with Temperance described 33.5% of the variance in behavioral approach coping. We conclude that the college setting offers a rich opportunity for further studies of these relationships.

The coping strategies used by students play a key role in their psychological well-being. This study examines the relationship between coping strategies and psychological well-being in a sample of 98 undergraduates aged between 19 and 42 years. Coping strategies were evaluated by means of the CRI-A (Moos, 1993), while psychological well-being was assessed using the BSI (Derogatis and Spencer, 1982). The results show a relationship between coping style and psychological well-being. Approach coping strategies as problem solving in teacher education students had a beneficial effect on symptoms of depression, phobic anxiety and overall level of psychological distress. In contrast, cognitive avoidance coping are associated with greater presence of psychological symptoms indicating distress. And behavioural avoidance strategies (search for alternative rewards and emotional discharge) were associated with negative psychological well-being. Coping strategies may help to reduce psychological distress in university students. Specifically, approach-oriented coping is associated with positive scores for psychological well-being, and avoidant emotion-focused coping--above all, behavioural avoidant coping--may be a strong predictor of psychological distress.