Research on perfectionism is gaining importance. However, there is a lack of research findings on perfectionistic automatic thoughts (PATs). Accordingly, the first aim of this study was to validate a newly developed Spanish version of the Perfectionistic Cognitions Inventory. The second aim was to ascertain different profiles of PATs and examine intercluster differences in social anxiety. A sample of seven hundred ninety-eight 21-43-year-old Spanish undergraduate students (M age ϭ 23.2 years, SD ϭ 5.28) participated in the study. A model that consisted of 17 items situated within three first-order factors, namely, perfectionistic strivings, demands, and concerns, which loaded onto a second-order factor, namely, PATs, was found to be the best fit for the data. Cluster analysis identified three profiles of PATs. The group that obtained the highest scores on all three dimensions of PATs also obtained the highest scores on a measure of social anxiety. The present findings contribute to the existing literature on PATs. Public Significance StatementThe present study validated a Spanish version of the Perfectionistic Cognitions Inventory among university students. The assessment of perfectionistic automatic thoughts (PATs) is important because they are related to psychopathological variables such as depression and stress, which, in turn, can adversely affect the academic performance and socioemotional functioning of students. Accordingly, the present study identified different profiles of PATs and examined corresponding group differences in social anxiety. Those with high levels of PATs reported higher levels of social anxiety than the other groups.

The purpose of this investigation is to evaluate whether or not the allocation of time proposed in the Music Study Guide, adapted from the European Higher Education Area (EHEA) guidelines, is consistent and adequate for students with minimal musical knowledge. The report takes into account the importance of students' previous knowledge and the relation this has to the time and effort expended by students in acquiring appropriate knowledge and skills. This is related also to the adequacy of the course specification to meet the demands of university study and the labour market. Results show that those students who enrolled at university without any previous musical knowledge are likely to experience significant difficulty in the acquisition of certain musical and professional competences. This highlights a need to reinforce the music curriculum, or establish zero-level courses, in order to enable such students to succeed in the subject. I n t r o d u c t i o nAs is the case in other areas of social life, Europe is currently immersed in the process of harmonising its university system to ensure an equivalent level of education to all students in its member states. This European Higher Education Area provides for a common system of credits -the European Credit Transfer System -which enables the equivalence of degrees obtained in different countries and encourages the mobility of undergraduates and graduates.Like the rest of Higher Education curricular areas, music education takes the Bologna Declaration as its reference framework. The Bologna declaration on convergence within university education in Europe, which was signed in 1999 and ratified at the Berlin conference (2003), sets out the commitment to coordinate education policies with the aim of providing a single European Higher Education Area by 2010.Correspondence to José-María Esteve-Faubel

The maladaptive nature of Perfectionistic Automatic Thoughts (PAT) increases the importance of evaluating the construct. This study aims to identify different clusters of PAT in undergraduates, and to check possible inter-cluster differences in the dimensions of dispositional empathy and emotional intelligence in a sample of 691 Spanish undergraduates (Mage = 23.1; SD = 5.26). The Perfectionism Cognitions Inventory, the Interpersonal Reactivity Index and the Trait Meta-Mood Scale were used. Three clusters with low (LPAT), moderate (MPAT) and high (HPAT) levels of PAT were identified. Statistically significant differences were observed between these clusters in terms of dispositional empathy and emotional intelligence dimensions. HPAT significantly scored higher than LPAT on Fantasy, Empathic Concern, Personal Discomfort and Perception, as well as in comparison with MPAT on Fantasy, Empathic Concern, Personal Discomfort and Perception. Moreover, MPAT obtained significantly higher scores on Comprehension and Repair than LPAT. Effect sizes for these differences were of a small magnitude, except for the HPAT and LPAT contrasts, whose differences were of a moderate magnitude.

Music education is one of the most recent subjects to be included in the respective school curricula of Spain’s compulsory education system —infant, primary and secondary— and it is where praxis finds its raison d’être. The problem lies in understanding what is involved in this procedure —praxis— as well as knowing the difficulties arising from its application. To this end, it is necessary to answer complex questions related to defining music and music education, as well as understanding the importance of relating music education to comparative education as a means by which to conduct valuable research in this subject.

El presente estudio tuvo como objetivo examinar las propiedades psicométricas del Vividness of Visual Imagery Questionnaire (VVIQ) en una muestra de 614 universitarios españoles entre 21 y 39 años de edad. El AFE arrojó un modelo del VVIQ compuesto por 12 ítems estructurados en 4 factores (Imágenes Espaciales en Movimiento [IEM]; Imágenes Familiares [IF]; Recuerdo de Objetos Detallados [ROD]; Capacidad Creativa de Imágenes [CCI]), que explicaron respectivamente el 12.99, 13.53, 12.97 y 12.70% del total de la varianza. Este modelo fue confirmado a través de AFC, obteniendo adecuados índices de ajuste de los datos. Se obtuvieron índices de fiabilidad aceptables para el total de la escala (α = .82) y los cuatro factores (α = .72-.82). El análisis de la validez discriminante de la escala mostró correlaciones positivas y significativas entre las Preocupaciones Perfeccionistas y los factores IEM y ROD.