000129635 001__ 129635
000129635 005__ 20241125101126.0
000129635 0247_ $$2doi$$a10.1177/03057356221109623
000129635 0248_ $$2sideral$$a130118
000129635 037__ $$aART-2023-130118
000129635 041__ $$aeng
000129635 100__ $$0(orcid)0000-0002-8263-3447$$aCasanova, Oscar$$uUniversidad de Zaragoza
000129635 245__ $$aGeneral Musical Self-Efficacy Scale: Adaptation and validation of a version in Spanish
000129635 260__ $$c2023
000129635 5060_ $$aAccess copy available to the general public$$fUnrestricted
000129635 5203_ $$aThis article presents the process of translation into Spanish, adaptation, and validation of the General Musical Self-Efficacy Scale by Ritchie and Williamon. After having carried out reverse translation and a preliminary study, the scale was tested on a sample of 668 students enrolled in six Spanish music academies (secondary school and university level). Our results corroborated the two original subscales: one for self-efficacy for learning (a =.792 and a =.734), and the other for self-efficacy for public performance (a =.773 and a =.780), after having removed one item in each subscale on the basis of internal consistency indicators and factorial analysis. The subscales we thereby obtained likewise presented good temporal stability (r =.513 and.539); they both correlated with performance anxiety (stage fright); both correlated more highly with the public performance subscale. Validation data signaled higher scores obtained by students enrolled in university-level music academies, by students who had started music training at an earlier age, for the boys at secondary level, and for the younger group of students at secondary level. To summarize, this version of the General Musical Self-Efficacy Scale is a valid, reliable tool for measuring self-efficacy in Spanish music students. © The Author(s) 2022.
000129635 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S57-20R$$9info:eu-repo/grantAgreement/ES/UZ/UZ2016-SOC-06
000129635 540__ $$9info:eu-repo/semantics/openAccess$$aAll rights reserved$$uhttp://www.europeana.eu/rights/rr-f/
000129635 590__ $$a1.6$$b2023
000129635 591__ $$aPSYCHOLOGY, APPLIED$$b69 / 113 = 0.611$$c2023$$dQ3$$eT2
000129635 591__ $$aPSYCHOLOGY, EXPERIMENTAL$$b66 / 99 = 0.667$$c2023$$dQ3$$eT3
000129635 591__ $$aPSYCHOLOGY, EDUCATIONAL$$b49 / 74 = 0.662$$c2023$$dQ3$$eT3
000129635 594__ $$a4.0$$b2023
000129635 592__ $$a0.736$$b2023
000129635 593__ $$aMusic$$c2023$$dQ1
000129635 593__ $$aPsychology (miscellaneous)$$c2023$$dQ2
000129635 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion
000129635 700__ $$0(orcid)0000-0003-0088-2261$$aZarza-Alzugaray, Francisco$$uUniversidad de Zaragoza
000129635 700__ $$aCuartero, Luis Manuel
000129635 700__ $$0(orcid)0000-0001-6492-2248$$aOrejudo, Santos$$uUniversidad de Zaragoza
000129635 7102_ $$13001$$2189$$aUniversidad de Zaragoza$$bDpto. Expres.Music.Plást.Corp.$$cÁrea Didáctica Expres. Musical
000129635 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000129635 773__ $$g51, 3 (2023), 838-850$$pPSYCHOLOGY OF MUSIC$$tPSYCHOLOGY OF MUSIC$$x0305-7356
000129635 8564_ $$s554641$$uhttps://zaguan.unizar.es/record/129635/files/texto_completo.pdf$$yPostprint
000129635 8564_ $$s1215416$$uhttps://zaguan.unizar.es/record/129635/files/texto_completo.jpg?subformat=icon$$xicon$$yPostprint
000129635 909CO $$ooai:zaguan.unizar.es:129635$$particulos$$pdriver
000129635 951__ $$a2024-11-22-11:57:37
000129635 980__ $$aARTICLE