Exploración de las capacidades musicales autopercibidas en estudiantes universitarios de Educación y Ciencias Sociales
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2025
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Ediciones Complutense / Universidad Complutense de Madrid
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Martínez Hernández, A., & León Carrascosa, V. (2025). Exploración de las capacidades musicales autopercibidas en estudiantes universitarios de educación y ciencias sociales. Revista Electrónica Complutense de Investigación en Educación Musical, 22, 159-188. https://doi.org/10.5209/RECIEM.98454
Abstract
Este estudio tiene como objetivo explorar las distintas capacidades musicales autopercibidas de los estudiantes universitarios, incluidas la sensibilidad emocional hacia la música, la memoria e imaginación musicales, las habilidades auditivas, la implicación personal con la música, y cómo estas capacidades varían en función de factores como el sexo, el campo de estudio, la situación laboral y la experiencia musical previa. Para la recopilación de datos se utilizó el cuestionario MUSEBAQ, una herramienta de autoinforme, aplicado a 1489 estudiantes universitarios de la Comunidad de Madrid (España) que cursan estudios en ciencias sociales. Los datos obtenidos fueron analizados mediante técnicas descriptivas y de análisis diferencial, con el fin de identificar las particularidades de las capacidades musicales percibidas entre distintos grupos demográficos. Los resultados sugieren que, en términos generales, los estudiantes perciben sus capacidades musicales como medias o altas, y destacan por una conexión emocional significativa con la música. La sensibilidad emocional, el compromiso personal y el rol de la música en la evocación de recuerdos e imágenes emergen como aspectos fundamentales de sus experiencias musicales. No se encontraron diferencias significativas en la percepción de las capacidades musicales en función del perfil educativo o la situación laboral. El análisis por sexo reveló que las mujeres tienden a manifestar una mayor sensibilidad emocional hacia la música, si bien no se observan diferencias notables en cuanto a apreciación o sofisticación auditiva. Asimismo, los estudiantes con mayores niveles de capacidades musicales autopercibidas mostraron una mayor propensión a practicar música de forma informal e interactuar con ella de diversas maneras, lo que a su vez incrementó sus capacidades. El estudio identificó cuatro categorías distintas de estudiantes según sus capacidades musicales, que abarcan desde niveles excepcionales hasta muy bajos, proporcionando una visión detallada de las diversas formas en que los estudiantes se relacionan y perciben la música.
This study aims to explore the varying musical self-perceived capacities of university students, including their emotional sensitivity to music, music memory and imagery, listening skills, personal involvement with music, and how these capacities vary by factors such as sex, field of study, employment, and prior experience with music. The study employs the MUSEBAQ questionnaire, a self-report survey, to collect data from 1489 university students from the Autonomous Community of Madrid (Spain) studying social sciences. The collected data was analyzed using descriptive and differential analysis to identify the nuances of perceived musical capacities among different demographics. The findings of the study suggest that students generally view their musical capacities as medium to high, with a significant emotional connection to music. Emotional sensitivity, personal commitment, and the role of music in evoking memories and imagery are highlighted as crucial aspects of students’ musical experiences. No significant differences in the perception of musical capacities were found based on educational background or employment status. Based on sex-based analysis, the study finds that women tend to exhibit a higher level of emotional sensitivity towards music, but no significant differences were found in appreciation or listening sophistication. Moreover, students with higher levels of self-perceived musical capacities were more likely to engage in informal music practice and interact with music in various ways, which further enhanced their capacities. The study identified four distinct student categories based on their musical capacities, ranging from exceptional to very low levels of musical capacity, offering insights into the diverse ways students engage with and perceive music.
This study aims to explore the varying musical self-perceived capacities of university students, including their emotional sensitivity to music, music memory and imagery, listening skills, personal involvement with music, and how these capacities vary by factors such as sex, field of study, employment, and prior experience with music. The study employs the MUSEBAQ questionnaire, a self-report survey, to collect data from 1489 university students from the Autonomous Community of Madrid (Spain) studying social sciences. The collected data was analyzed using descriptive and differential analysis to identify the nuances of perceived musical capacities among different demographics. The findings of the study suggest that students generally view their musical capacities as medium to high, with a significant emotional connection to music. Emotional sensitivity, personal commitment, and the role of music in evoking memories and imagery are highlighted as crucial aspects of students’ musical experiences. No significant differences in the perception of musical capacities were found based on educational background or employment status. Based on sex-based analysis, the study finds that women tend to exhibit a higher level of emotional sensitivity towards music, but no significant differences were found in appreciation or listening sophistication. Moreover, students with higher levels of self-perceived musical capacities were more likely to engage in informal music practice and interact with music in various ways, which further enhanced their capacities. The study identified four distinct student categories based on their musical capacities, ranging from exceptional to very low levels of musical capacity, offering insights into the diverse ways students engage with and perceive music.
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