Alfredo Goñi’s research while affiliated with University of the Basque Country and other places

The aim of this study is to analyze the psychometric properties of the Musical Self-Concept Questionnaire (CAMU), an abbreviated and culturally adapted Spanish language version of the Music Self-Perception Inventory (MUSPI) developed by Vispoel. Participants comprised 1,126 students from professional and advanced conservatories located in different autonomous regions of Spain. The internal consistency of the instrument was found to be high (Cronbach’s alpha = .907; AVE = .685). The exploratory factor analysis revealed an internal structure consisting of seven factors: singing, playing, reading, composing, listening, moving and general musical self-concept. Sex differences and correlations between musical self-concept and both verbal self-concept and causal attributions confirm the criterion validity of the questionnaire. In addition to being a useful tool for measuring musical self-concept in Spanish, the CAMU also enables cross-cultural research into this construct to be conducted, in line with that carried out in English.

Learning strategies are an essential tool to enable the autonomous and active learning of mathematics and it is therefore necessary to identify these strategies correctly. The objective of this research is to analyse the factorial structure of the Spanish version of a questionnaire that measures the use of these strategies in the subject of mathematics (Cuestionario de Estrategias de Aprendizaje para las Matemáticas [CEAMA]). We adapt a questionnaire based on the MSLQ (Motivated Strategy for Learning Questionnaire), since it is focused on the context of mathematics learning. The study has been conducted in different schools located in the Basque Country and collects data from 631 students of the second, third and fourth years of compulsory secondary education (ESO). The results show a hepta-scale structure compared to the six-scale structure proposed by the original English version. The difference is detected in the division of metacognitive strategies into two factors: planning and monitoring/regulation. This finding improves data on metacognition in mathematics teaching and learning, making it richer and more exhaustive. The suitability of certain items is discussed.

The aim of this study is to test two opposing models of the relationship between physical self-perceptions and physical activity during adolescence: one which postulates that physical activity influences physical self-concept, and another one which proposes that physical self-concept influences physical activity. Participants were 704 students aged between 11 and 19 (M = 14.91; SD = 2.13) from two different Autonomous Regions in Spain (Cantabria and the Basque Country). 394 (55.96%) were male and 310 (44.04%) were female. The results indicate that the influences between physical self-concept and physical activity are bidirectional in nature, although the model that proposes physical selfconcept as an influencing factor was found to have a better fitness. Differences were found in the model between male and female students. Furthermore, selfperception of physical attractiveness was found to be negatively related to physical activity. © 2016, Universidad Autonoma de Madrid y CV Ciencias del Deporte. All rights reserved.

Background/Objective: The objective of this ex post facto study is to analyze both the direct relationships between perceived social support, self-concept, resilience, subjective well-being and school engagement. Method: To achieve this, a battery of instruments was applied to 1,250 Compulsory Secondary Education students from the Basque Country (49% boys and 51% girls), aged between 12 and 15 years (M=13.72, SD =1.09), randomly selected. We used a structural equation model to analyze the effects of perceived social support, self-concept and resilience on subjective well-being and school engagement. Results: The results provide evidence for the influence of the support of family, peer support and teacher support on self-concept. In addition, self-concept is shown as a mediating variable associated with resilience, subjective well-being and school engagement. Conclusions: We discuss the results in the context of positive psychology and their practical implications in the school context.

This study aims to analyze the factorial structure of the newly-created Cuestionario de Autoconcepto Social – AUSO (from here on the Social Self-concept Questionnaire, or AUSO), which consists of two scales meas-uring social responsibility and social competence. The theoretical proposal which posits that social self-concept is the result of the combination of two basic self-perceptions: competence in social relations and response to the demands of social functioning, is based on a review of human social development theories and previous attempts to measure social self-concept. Participants were 818 students aged between 17 and 52. The results obtained though confirmatory factor analyses support the hypothesis of a structure made up of two correlated factors. In addition to providing a new measurement instrument with appropriate psychometric characteristics and valid criteria that justify its use in both applied practice and research, this study also enhances our understanding of the internal nature of the social domain of self-concept.

The four-dimensional model of physical self-concept which differentiates the physical self-perceptions of ability, condition, attractiveness and strength is widely accepted. In the last two decades much research has been done on the physical self-concept and its relations with the psychological well-being/distress, anxiety disorders or Eating Behavior Disorders (EBD). To validate a shortened version of the Physical Self-Concept Questionnaire (PSQ-S) and verify its ability to discriminate between people with different levels of EBD. Responses of 1478 subjects between 13 and 21 years old to the shortened version of the PSQ were analyzed in order to check indexes of reliability and validity. Furthermore, the scores of 96 women aged 14 to 23 years old diagnosed of EBD were compared to 96 others without clinical diagnosis. The results indicate a reliability of 0.93 and confirm the tetrafactorial structure of the physical selfconcept. The highest physical self-concept is that of those without a clinical diagnosis of EBD. The Shortened-PSQ is a simple, reliable and suitable screening tool both for educational and clinical settings. It also provides a sufficient measure of physical self-concept for research purposes.

The aim of this study was to analyze the psychometric properties of the Dimensional Self-Concept questionnaire (AUDIM) to measure general self-concept and its twelve dimensions (verbal academic self-concept, math academic self-concept, physical ability, fitness, physical attractiveness, strength, honesty, emotional adjustment, autonomy, self-realization, social responsibility and social competence). The questionnaire was administered to 770 university students. Internal consistency (McDonald's omega = .97; AVE = .54) was satisfactory. Exploratory factor analysis revealed an internal structure of eleven factors (since physical ability and fitness saturated in a single factor). Sex differences and correlations between self-concept factors and satisfaction with life supported criterion validity. Therefore, AUDIM is an appropriate instrument to measure multidimensional self-concept in university students.