Can we measure musically active people’s music skills and achievement selfconcept? Structure and invariance of CAMU, a Spanish questionnaire.

Music self-concept measurement tools are essential at all music educational levels in all contexts. Until now, the lack of a validated music self-concept questionnaire in Spanish-speaking countries has been noticeable. The aim of this study is to validate the Musical Self-Concept Questionnaire (CAMU...

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Autores: Goñi Palacios, Eider, Zubeldia, Miren, Díaz Gómez, Blanca Maravilla, Fernández Lasarte, Oihane
Tipo de recurso: artículo
Fecha de publicación:2020
País:España
Institución:Universidad del País Vasco
Repositorio:Addi. Archivo Digital para la Docencia y la Investigación
OAI Identifier:oai:addi.ehu.eus:10810/78600
Acceso en línea:http://hdl.handle.net/10810/78600
Access Level:acceso abierto
Palabra clave:music self-concept, spanish questionnaire, internal structure, musical active people
music self-concept
spanish questionnaire
internal structure
musical active people
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spelling Can we measure musically active people’s music skills and achievement selfconcept? Structure and invariance of CAMU, a Spanish questionnaire.Goñi Palacios, EiderZubeldia, MirenDíaz Gómez, Blanca MaravillaFernández Lasarte, Oihanemusic self-concept, spanish questionnaire, internal structure, musical active peoplemusic self-conceptspanish questionnaireinternal structuremusical active peopleMusic self-concept measurement tools are essential at all music educational levels in all contexts. Until now, the lack of a validated music self-concept questionnaire in Spanish-speaking countries has been noticeable. The aim of this study is to validate the Musical Self-Concept Questionnaire (CAMU) (Zubeldia, M. 2015. El autoconcepto musical, motivación y bienestar psicológico del alumnado de conservatorio [Musical self-concept, motivation and psychological well-being of conservatory students]. Doctoral thesis. Leioa: UPV-EHU), which is an abbreviated and culturally adapted Spanish language version of the Music Self-Perception Inventory (MUSPI), developed by Vispoel (1993a. The Music Self-Perception Inventory (Adolescent Form). Iowa: Author, 1993b. The Music Self-Perception Inventory (Adult/College Form). Iowa: Author). Participants comprised 407 students from mid-level music studies from conservatories located in different autonomous regions of Spain. The confirmatory factor analysis supports the hierarchical view of the music self-concept. Furthermore, the study also tests the scalar invariance across gender-differentiated subgroups, which is a prerequisite to compare factor mean differences between groups. This is the final step in the validation of the CAMU, which enables cross-cultural research into this construct. The educational implications for music students are discussed.This research was funded by Euskal Herriko Unibertsitatea under grant (EHUA15/15 & PPG17/61); Eusko Jaurlaritza under grant IT934-16; Ministerio de Economía, Industria y Competitividad under grant EDU2017-83949-P; Ekonomiaren Garapen eta Lehiakortasun Saila, Eusko Jaurlaritza.Taylor & Francis202620262020info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10810/78600reponame:Addi. Archivo Digital para la Docencia y la Investigacióninstname:Universidad del País VascoIngléshttps://doi.org/10.1080/14613808.2020.1775186info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-nd/4.0/(c) 2020 Taylor & Francis. This version is deposited under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives Licenseoai:addi.ehu.eus:10810/786002026-06-18T09:23:17Z
dc.title.none.fl_str_mv Can we measure musically active people’s music skills and achievement selfconcept? Structure and invariance of CAMU, a Spanish questionnaire.
title Can we measure musically active people’s music skills and achievement selfconcept? Structure and invariance of CAMU, a Spanish questionnaire.
spellingShingle Can we measure musically active people’s music skills and achievement selfconcept? Structure and invariance of CAMU, a Spanish questionnaire.
Goñi Palacios, Eider
music self-concept, spanish questionnaire, internal structure, musical active people
music self-concept
spanish questionnaire
internal structure
musical active people
title_short Can we measure musically active people’s music skills and achievement selfconcept? Structure and invariance of CAMU, a Spanish questionnaire.
title_full Can we measure musically active people’s music skills and achievement selfconcept? Structure and invariance of CAMU, a Spanish questionnaire.
title_fullStr Can we measure musically active people’s music skills and achievement selfconcept? Structure and invariance of CAMU, a Spanish questionnaire.
title_full_unstemmed Can we measure musically active people’s music skills and achievement selfconcept? Structure and invariance of CAMU, a Spanish questionnaire.
title_sort Can we measure musically active people’s music skills and achievement selfconcept? Structure and invariance of CAMU, a Spanish questionnaire.
dc.creator.none.fl_str_mv Goñi Palacios, Eider
Zubeldia, Miren
Díaz Gómez, Blanca Maravilla
Fernández Lasarte, Oihane
author Goñi Palacios, Eider
author_facet Goñi Palacios, Eider
Zubeldia, Miren
Díaz Gómez, Blanca Maravilla
Fernández Lasarte, Oihane
author_role author
author2 Zubeldia, Miren
Díaz Gómez, Blanca Maravilla
Fernández Lasarte, Oihane
author2_role author
author
author
dc.subject.none.fl_str_mv music self-concept, spanish questionnaire, internal structure, musical active people
music self-concept
spanish questionnaire
internal structure
musical active people
topic music self-concept, spanish questionnaire, internal structure, musical active people
music self-concept
spanish questionnaire
internal structure
musical active people
description Music self-concept measurement tools are essential at all music educational levels in all contexts. Until now, the lack of a validated music self-concept questionnaire in Spanish-speaking countries has been noticeable. The aim of this study is to validate the Musical Self-Concept Questionnaire (CAMU) (Zubeldia, M. 2015. El autoconcepto musical, motivación y bienestar psicológico del alumnado de conservatorio [Musical self-concept, motivation and psychological well-being of conservatory students]. Doctoral thesis. Leioa: UPV-EHU), which is an abbreviated and culturally adapted Spanish language version of the Music Self-Perception Inventory (MUSPI), developed by Vispoel (1993a. The Music Self-Perception Inventory (Adolescent Form). Iowa: Author, 1993b. The Music Self-Perception Inventory (Adult/College Form). Iowa: Author). Participants comprised 407 students from mid-level music studies from conservatories located in different autonomous regions of Spain. The confirmatory factor analysis supports the hierarchical view of the music self-concept. Furthermore, the study also tests the scalar invariance across gender-differentiated subgroups, which is a prerequisite to compare factor mean differences between groups. This is the final step in the validation of the CAMU, which enables cross-cultural research into this construct. The educational implications for music students are discussed.
publishDate 2020
dc.date.none.fl_str_mv 2020
2026
2026
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10810/78600
url http://hdl.handle.net/10810/78600
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv https://doi.org/10.1080/14613808.2020.1775186
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Taylor & Francis
publisher.none.fl_str_mv Taylor & Francis
dc.source.none.fl_str_mv reponame:Addi. Archivo Digital para la Docencia y la Investigación
instname:Universidad del País Vasco
instname_str Universidad del País Vasco
reponame_str Addi. Archivo Digital para la Docencia y la Investigación
collection Addi. Archivo Digital para la Docencia y la Investigación
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