Exploring Self-Perceived Musical Capacities in Education and Social Science University Students

Abstract

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.