Development and validation of a scale of motivation in school singing
Desarrollo y validación de una escala de motivación en el canto escolar
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Singing has significant contributions to the human being and it is suggested that it be carried out preferably from an early age. The teacher is responsible for putting it into practice in the school context, carrying out or adapting the guidelines that mark the official curriculum. Students who are motivated or motivated are interested and evolve with respect to singing. It is in the classroom and / or school context, where the proper motivation must be generated, whether in artistic education class, in competitions or singing festivals. The objective of this article is to show how a scale of measurement was adapted and developed that can contribute to the study of the motivation of school singing and to report its psychometric characteristics. The study was conducted at the primary (4th, 5th and 6th) and secondary levels (1st, 2nd and 3rd) in schools of the state education system in the city of Chihuahua, Chihuahua, Mexico. This study is based on the theoretical framework of values and expectations of Eccles (Eccles, 1984; Eccles, y otros, 1983; Wigfield, 1994; Wigfield & Eccles, 1992), that places expectations and values as the main components that determine performance and participation; these researchers consider children and adolescents as individuals capable of perceiving this expectation of success at the moment of adequately performing a certain task or activity, in this case, the school singing. It shows the composition that was given to the instrument, which were its theoretical basis and as through statistical, reliability and factorial analysis, the instrument acquired validity and certainty in its psychometric purpose to be used for pedagogical purposes, administrative or investigation about the motivation of school singing. Furthermore, using the Spearman correlation analysis, it was possible to verify that the behavior of the data obtained from the correlation between factors coincides with the logic of the theory of Eccles for the development of the scale of motivation for school singing (EMCA).
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