Social support is one of the variables that exert the greatest influence on the motivation of music students, as well as on emotional aspects that affect their results. Research, however, is limited by the current scarcity of evaluation tools. This article thus presents the process of adaptation into Spanish of the Social Support Scale. We report on the elaboration of the questionnaire’s exact wording through direct and reverse translation. We subsequently present analysis of internal reliability and validity based on a sample of 668 music students in music schools and university-level music academies, aged 12–60 (mean 16.9). The study is complemented by an analysis of factorial invariance comparing secondary education and university. The results reproduce the social support factors stemming from parents and teachers; peer support is subdivided into two subcategories. Discrepancies with the original version are not so much due to the adaptation process, but can be attributed, for the most part, to differences between the sample compositions. Our results indicate that Spanish music students perceive a considerable amount of social support for their music learning activities; differences stand out, however, in terms of age, gender, and educational level.
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