Development and preliminary validation of the Emotions while Learning an Instrument Scale (ELIS)

Learning to play a musical instrument is associated with different, partially conflicting emotions. This paper describes the development and psychometric properties of the Emotions while Learning an Instrument Scale (ELIS). In a longitudinal study with 545 German elementary school children factorial...

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Bibliographic Details
Published in:PloS one 2021-08, Vol.16 (8), p.e0255019-e0255019
Main Authors: Roden, Ingo, Friedrich, Esther K, Etzler, Sonja, Frankenberg, Emily, Kreutz, Gunter, Bongard, Stephan
Format: Article
Language:English
Subjects:
Age
Analysis
Biology and Life Sciences
Children
Elementary school students
Emotions
Families & family life
Influence
Learning
Longitudinal studies
Medicine and Health Sciences
Motivation
Music
Music in education
Musical instruments
People and Places
Personal development
Psychological aspects
Psychology
Questionnaires
Social change
Social Sciences
Students
Teachers
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Summary:Learning to play a musical instrument is associated with different, partially conflicting emotions. This paper describes the development and psychometric properties of the Emotions while Learning an Instrument Scale (ELIS). In a longitudinal study with 545 German elementary school children factorial structure and psychometric properties were evaluated. Exploratory and confirmatory factor analyses confirmed a two-factor solution measuring Positive musical Emotions while Learning an Instrument (PELI) and Negative Emotions while Learning an Instrument (NELI). Both subscales yielded scores with adequate internal reliability (Cronbach's [alpha] = .74, .86) and relatively stable retest reliabilities over 18 months (r = .11 -.56). Preliminary evidence of congruent and divergent validity of the subscales is provided. Implications for future research of musical emotional experiences in children are discussed.
ISSN:1932-6203
1932-6203
DOI:10.1371/journal.pone.0255019