A new Spanish-language questionnaire for musical self-concept

Zubeldia, Miren; Palacios, Eider Goñi; Díaz, Maravillas; Goñi, Alfredo

doi:10.1177/0255761417689924

Cited by 3 publications

(3 citation statements)

References 29 publications

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“…We found weak to moderate positive correlations among the remaining factors of musical instrumental self-concept and the factors associated with grounded optimism, self-efficacy and success with contingency, aligning with the findings of Granada, Cortijo and Alemany [13] or Royo [20]. Although the relationship among these constructs had not been previously investigated, our results are in line with those of Zubeldia, Goñi, Díaz y Goñi [30], who observed significant correlations between the causal attributions of success and musical self-concept: those correlations were positive in the internal attributions (ability, effort) and negative in the external attributions (difficulty of the task; luck), as well as in attributions of failure.…”

Section: Discussionsupporting

confidence: 91%

Musical Instrumental Self-Concept, Social Support, and Grounded Optimism in Secondary School Students: Psycho-Pedagogical Implications for Music Education

Zarza-Alzugaray,

Casanova,

Zarza-Alzugaray

2024

Education Sciences

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Research in music education has shown that musical and academic self-concept, the social component, task achievement, and academic performance are highly interrelated constructs in musical learning in general and instrumental learning in particular in secondary school students. However, no studies in Spain have analyzed the relationship between musical self-concept and the variables of social support and optimism in compulsory secondary education. Therefore, our study aimed to explore the relationships between instrumental musical self-concept, social support, and grounded optimism. We hypothesize that there is a significant relationship between the variables of musical self-concept, social support, and grounded optimism The variables were measured using the Instrumental Musical Self-Concept Scale (IMSCS), an adaptation of the Perceived Social Support Scale in Spanish Conservatory Music Students to the Secondary School Level, and the Grounded Optimism Scale (BEEGC-RA/BEECESA-RA24). The study sample consisted of 980 students enrolled in compulsory secondary education in public and semi-private schools in the autonomous communities of Aragon and Navarra. An analysis of correlations and regressions allowed us to explore and quantify the relationship among the variables under study, confirming the existence of a significant relationship among the variables “instrumental musical self-concept”, “social support” and “grounded optimism”. The present study thus provides more in-depth knowledge of the variables involved in the teaching–learning process of music as a school subject and instrumental music in particular, as well as a greater knowledge of the individual’s performance and motivation in the subject, with various future implications to be taken into account.

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Section: Discussionsupporting

confidence: 91%

Musical Instrumental Self-Concept, Social Support, and Grounded Optimism in Secondary School Students: Psycho-Pedagogical Implications for Music Education

Zarza-Alzugaray,

Casanova,

Zarza-Alzugaray

2024

Education Sciences

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“…Ello podría llevar a plantearnos si el autoconcepto académico y social se ve favorecido en las chicas cuando llevan a cabo estudios musicales reglados. Hay que señalar que el autoconcepto verbal (letras en nuestro estudio) es la subdimensión del autoconcepto que obtiene la correlación más alta con la habilidad musical general (Vispoel, 1994;Zubeldia et al, 2017), por otro lado algunos trabajos han hallado que la participación activa en la música repercute positivamente en el autoconcepto social (Askasibar, 2013), la cuestión sería indagar en futuros trabajos sobre la causa de las diferencias entre géneros.…”

Section: Diferencias Asociadas Al Génerounclassified

Diferencias en el autoconcepto, las atribuciones causales y la ansiedad-rasgo asociadas a la edad, el género y el grupo instrumental del alumnado de conservatorio

Echeberria¹,

Gómez

Palacios

2018

PSYE

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El objetivo de este estudio consistió en analizar las diferencias asociadas al género, la edad y el grupo instrumental en el alumnado de conservatorio en las múltiples dimensiones del autoconcepto, las atribuciones causales, y la ansiedad-rasgo. Las variables se midieron a través del Cuestionario de Autoconcepto Musical (CAMU), el Cuestionario Multidimensional de Autoconcepto (AUDIM), la escala basada en el modelo bidimensional de Weiner (1974) sobre atribuciones causales y la Escala de Ansiedad Estado/Rasgo (STAI). La muestra del estudio la formaban 1126 alumnos/as de conservatorios profesionales y superiores de diferentes comunidades autónomas españolas. El procedimiento seguido fue un contraste de medias independientes, empleando la prueba T para muestras independientes al comparar dos categorías y el análisis de varianza factorial (ANOVA) cuando las categorías eran más de dos. Los resultados de los análisis mostraron diferencias significativas en la mayoría de las variables tanto entre los grupos de edad como entre los grupos instrumentales, y una mayor vulnerabilidad en el género femenino. Los datos aportados por el estudio amplían el conocimiento sobre los estudiantes de Conservatorio, ayudan a comprender mejor cómo se perciben, y subrayan la importancia de la formación y desarrollo profesional del profesorado de conservatorio en España.

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“…There is broad recognition that the insights of such models and measures are valuable, particularly for musical training, and while Spychiger (2017) suggests that musical self-concept is not always positive, this aspect is relatively underexplored in the literature. In one of few examples, Zubeldía et al (2017) identify negative correlations of musical self-concept and the attribution of success to luck or to task difficulty by Spanish music students. The potential risks of strong identification with music are similarly underexplored.…”

Section: Measuring Self and Identity In Relation To Musical Activitiesmentioning

confidence: 98%

Validation of the Musical Identity Measure: Exploring musical identity as a variable across multiple types of musicians

2022

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This article introduces the validation of a Musical Identity Measure (MIM), developed to support individuals’ self-conceptions in relation to their musical activities (e.g., performance, composition, music technology). Initial model validation was carried out using a principal axis factor analysis with a diverse and international sample of 336 musicians. The factor analysis revealed a four-factor measure: Musical Calling, Musical Self-Efficacy, Emotional Attachment, and Growth Mindset. Confirmatory factor analysis with the 25-item measure suggested that the model fit would be improved with the removal of three items, resulting in the same four-factor model with 22 items. Further validation with a different dataset confirmed MIM as a strong fit as a bifactor model. Measurement invariance tests confirmed that the bifactor structure was the same for male and female participants; individual measurement invariance in relation to age could not be fully examined due to variance in group sizes. Subsequent analysis of variance (ANOVA) calculations suggested gender differences in musical self-efficacy and highlighted possible changes in MIM factors across the lifespan. MIM has the potential to provide individuals with insights into their motivations to engage with musical activities, to help identify areas requiring additional support or guidance, and to support future-oriented decision making. The measure may also support educators and researchers wishing to understand and support the processes of musical development and skill acquisition.

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A new Spanish-language questionnaire for musical self-concept

Cited by 3 publications

References 29 publications

Musical Instrumental Self-Concept, Social Support, and Grounded Optimism in Secondary School Students: Psycho-Pedagogical Implications for Music Education

Musical Instrumental Self-Concept, Social Support, and Grounded Optimism in Secondary School Students: Psycho-Pedagogical Implications for Music Education

Diferencias en el autoconcepto, las atribuciones causales y la ansiedad-rasgo asociadas a la edad, el género y el grupo instrumental del alumnado de conservatorio

Validation of the Musical Identity Measure: Exploring musical identity as a variable across multiple types of musicians

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