100333 research outputs found
Sort by
Paradigma de las nuevas organizaciones: ventajas y riesgos de los nuevos modelos de trabajo
No full textA medida que el teletrabajo se ha hecho más común, las implicaciones y riesgos de ciberseguridad se han ido incrementando en las organizaciones. Aunque el trabajo remoto ofrece numerosos beneficios, incluida una mayor flexibilidad y productividad, también amplía la superficie de ataque para las amenazas cibernéticas. Este artículo examina los riesgos de ciberseguridad derivados del aumento del teletrabajo en el contexto europeo y sugiere estrategias de mitigación. Metodología: Se ha realizado una revisión bibliográfica de los últimos estudios publicados al respecto sobre el trabajo en remoto, haciendo especial énfasis en la protección de datos y ciberseguridad como elementos de riesgo más acuciantes en una economía impactada por los modelos de inteligencia artificial. Resultados: Se muestra un incremento del teletrabajo, al tiempo que aumentan los ciberataques a empresas e instituciones. Discusión: El teletrabajo se considera un fenómeno relevante en las organizaciones globales y deslocalizadas que supone tener en cuenta el alto riesgo de implementación del trabajo en remoto sin incorporar un plan preventivo. Conclusiones: Los factores técnicos y humanos siempre supondrán un riesgo de seguridad en el trabajo en remoto. La diferencia vendrá marcada por la capacidad de planificación y previsión de las empresas para afrontarlo.As teleworking has become more common, the cybersecurity implications and risks have been increasing for organizations. While remote work offers numerous benefits, including increased flexibility and productivity, it also expands the attack surface for cyber threats. This article examines the cybersecurity risks arising from the rise of telecommuting in the European context and suggests mitigation strategies. Methodology: A literature review of the latest published studies on remote work has been carried out, with special emphasis on data protection and cybersecurity as the most pressing risk elements in an economy impacted by artificial intelligence models. Results: There is an increase in teleworking, while cyberattacks on companies and institutions are on the rise. Discussions: Teleworking is considered a relevant phenomenon in global and delocalized organizations, which implies taking into account the high risk of implementing remote work without incorporating a preventive plan. Conclusions: Technical and human factors will always pose a security risk in remote work. The difference will be marked by the planning and foresight capacity of the companies to deal with it.Depto. de MarketingFac. de Ciencias Económicas y EmpresarialesTRUEpu
Heart over mind: unravelling motivated reasoning in an unprecedented socio-political context
No full textThe online version contains supplementary material available at https://doi.org/10.1007/s11031-025-10171-9.
This research was supported, in part, by grants from the Ministry of Science and Innovation [PSI2016-74987-P and PID2019-108711GB-I00] and the Instituto de Salud Carlos III grants
[COV20/00737-CM] and funds from the UCM for consolidated research groups [GR29/20]. Vanesa Peinado had a Ministry of Economy and Competitiveness doctoral Fellowship [BES-2017082015]Motivated reasoning, by which individuals evaluate information in a biased way to support desired conclusions, is a widespread phenomenon and has primarily been investigated in relation to ideological beliefs. However, the socio-psychological factors influencing opinion change during motivated reasoning tasks have received less attention. We explored motivated reasoning about policies in Spain, focusing on the socio-political climate shaped by the COVID-19 pandemic, recruiting a nationally representative sample of 1,329 participants. We used psychometric instruments to assess psychological and social predictors and evaluated motivated reasoning using an online experimental task in which participants were shown statements by politicians that were inconsistent with their ideologies, followed by exculpatory information explaining the inconsistencies. Right-wing and left-wing participants exhibited motivated reasoning in their evaluation of the statements. However, attitudinal change following exculpatory information varied according to participants’ political orientation and psychological traits, with left-wing participants showing greater flexibility. Perceived economic threat and authoritarianism were associated with lower attitudinal change, and so less flexibility in response to right-wing statements, while reflective thinking predicted greater change. Less attitudinal change in response to left-wing statements was associated with right-wing orientation, perceived economic threat, and conspiracy mentality, with political orientation emerging as the strongest predictor. Our findings underscore the importance of considering ideological, emotional, and cognitive aspects in public information campaigns designed to reduce polarization and promote openness to new information during crises.Ministerio de Ciencia e Innovación (España)Instituto de Salud Carlos IIIDepto. de Personalidad, Evaluación y Psicología ClínicaFac. de PsicologíaTRUEpu
Disproportionality, turnout, and the Spanish case. Another piece for the puzzle
No full textThe research on the factors that incentivise participation appears to form a puzzle within Political Science. This article addresses a more specific issue, the relationship between the disproportionality of electoral systems and voter turnout. The most established hypothesis assumes a positive relationship between proportionality and electoral participation. This hypothesis seems to have been confirmed for industrialised countries with advanced democracies. We test this hypothesis using the case of the Spanish Congress of Deputies, one of such democracies. The Spanish case offers methodological advantages that make it ideal for isolating the impact of the examined variable. However, the hypothesis is not confirmed, adding another piece to a puzzle that apparently is not resolved in the literature.Ministerio de Ciencia e Innovación (España)Depto. de Sociología AplicadaFac. de Ciencias de la InformaciónTRUEpu
Semantics of WebAssembly in Maude
No full textTrabajo de Fin de Máster en Métodos Formales en Ingeniería Informática, Facultad de Informática UCM, Departamento de Sistemas Informáticos y Computación, Curso 2024/2025WebAssembly (Wasm) is a low-level programming language designed, at first, to improve the performance of web applications. Through the years, it has gained popularity in several other fields, including Internet of Things, edge computing, and smart contracts.
A distinctive feature of this language is that it has been formally defined with a set of semantic and validation rules for its instructions. In this Master’s thesis, we propose a formalization of the semantics of WebAssembly
in Maude, an executable specification language based on rewriting logic. This formalization represents WebAssembly programs and environment as terms and the exection of its instructions as rewrite rules, following the semantic rules of the original specification.
In addition, the semantics can be used as an interpreter of the language, which we have verified that behaves like the official interpreter using differential testing. Finally, we show how it can be used to verify properties on WebAssembly programs.WebAssembly (Wasm) es un lenguaje de programación de bajo nivel diseñado, en un principio, para mejorar el rendimiento de aplicaciones web. A lo largo de los años, ha ganado popularidad en diferentes campos, incluyendo el Internet de las Cosas, la computación frontera y los contratos inteligentes. Una característica singular de este lenguaje ha sido definido formalmente con un conjunto de reglas semánticas y de validación para sus instrucciones.
En este Trabajo de Fin de Máster, desarrollamos una formalización de la semántica de WebAssembly en Maude, un lenguaje de especificación ejecutable basado en la lógica de reescritura. Esta formalización representa los programas y el entorno de WebAssembly como términos y la ejecución de sus instrucciones como reglas de reescritura, siguiendo las reglas semánticas de la especificación original. Además, la semántica se puede utilizar como un intérprete del lenguaje, que hemos comprobado que se comporta como el intérprete oficial mediante testing diferencial. Finalmente, mostramos cómo puede utilizarse para verificar propiedades sobre programas de WebAssemblyDepto. de Sistemas Informáticos y ComputaciónFac. de InformáticaTRUEunpu
Administration of test software applied to GUIs
No full textTrabajo de Fin de Grado en Ingeniería Informática, Facultad de Informática UCM, Departamento de Sistemas Informáticos y Computación, Curso 2024/2025.En los desarrollos software que implique GUIs o GUIs web, hay una fase de Testing que puede llegar a ser costosa si no se hace con las herramientas adecuadas y no se gestionan bien dichas pruebas. Por esto, este trabajo se enfoca en la investigación de diferentes herramientas especializadas en diferentes áreas y la creación de un programa escalable, que utilice este conocimiento para ayudar a los desarrolladores en la selección de un software de test que mejor se adapte a sus necesidades. Además, dicho programa tendrá un sistema para ayudar a los programadores a gestionar sus scripts de pruebas desarrollados.In software development projects involving GUIs or web GUIs, there is a testing phase that can become costly if the right tools are not used and the tests are not properly managed. For this reason, this work focuses on researching various specialized tools in different areas and developing a scalable program that leverages this knowledge to help developers choose the testing software that best fits their needs. Additionally, the program will include a system to help programmers manage their developed test scripts.Depto. de Sistemas Informáticos y ComputaciónFac. de InformáticaTRUEunpu
Exploring self-perceived musical capacities in Education and Social Science university students
No full textReferencias bibliográficas:
• Akkermans, J., Schapiro, R., Müllensiefen, D., Jakubowski, K., Shanahan, D., Baker, D., Busch, V., Lothwesen, K., Elvers, P, Fischinger, T., Schlemmer, K., & Frieler, K. (2019). Decoding emotions in expressive music performances: A multi-lab replication and extension study. Cognition and Emotion, 33(6), 1099–1118. https://doi.org/10.1080/02699931.2018.1541312
• Albert, D. J. (2017). Affirmation, validation, and empowerment: Influences of a composition competition on students’ self-concepts as musicians. Research Studies in Music Education, 39(1), 91–107. https://doi.org/10.1177/1321103x17705009
• Barone, C., & Assirelli, G. (2020). Gender segregation in higher education: an empirical test of seven explanations. Higher Education, 79, 55-78. https://doi.org/10.1007/s10734-019-00396-2
• Barrett, J. R. (2023). Seeking connections: An Interdisciplinary Perspective on Music Teaching and Learning. Oxford University Press.
• Beaman, C. P., & Williams, T. (2010). Earworms (stuck song syndrome): Towards a natural history of intrusive thoughts. British Journal of Psychology, 101(4), 637–653. https://doi.org/10.1348/000712609x479636.
• Bella, S. D., Janaqi, S., Benoit, C., Farrugia, N., Bégel, V., Verga, L., Harding, E. E., & Kotz, S. A. (2024). Unravelling individual rhythmic abilities using machine learning. Scientific Reports, 14(1135), 1–16. https://doi.org/10.1038/s41598-024-51257-7
• Bigand E., &Tillmann B. (2022). Near and far transfer: Is music special? Memory & Cognition, 50(2), 339–347. https://doi.org/10.3758/s13421-021-01226-6
• Botella-Nicolás, A., & Retamero-García, I. (2024). Contribución de la educación musical en el desarrollo de la IE de los adolescentes y su efecto en la variable género [Music education’s contribution to the development of EI in adolescents and its effect on the gender variable]. Revista Española de Pedagogía, 82(287), 55–65. https://www.revistadepedagogia.org/rep/vol82/iss287/29
• Byron, T., & Fowles, L. C. (2013). Repetition and recency increases involuntary musical imagery of previously unfamiliar songs. Psychology of Music, 43(3), 375–389. https://doi.org/10.1177/0305735613511506
• Cabedo-Mas, A., Arriaga-Sanz, C., & Moliner-Miravet, L. (2021). Uses and Perceptions of Music in Times of COVID-19: A Spanish Population Survey. Frontiers in Psychology, 11, 1–13. https://doi.org/10.3389/fpsyg.2020.606180
• Campbell, S. M., & Margulis, E. H. (2015). Catching an earworm through movement. Journal of New Music Research, 44(4), 347–358. https://doi.org/10.1080/09298215.2015.1084331
• Chin, T., Coutinho, E., Scherer, K. R., & Rickard, N. S. (2018). MUSEBAQ: A Modular Tool for Music Research to Assess Musicianship, Musical Capacity, Music Preferences, and Motivations for Music Use. Music Perception, 35(3), 376–399. https://doi.org/10.1525/mp.2018.35.3.376
• Correia, A. I., Vincenzi, M., Vanzella, P., Pinheiro, A. P., Schellenberg, E. G., & Lima, C. F. (2023). Individual differences in musical ability among adults with no music training. Quarterly Journal of Experimental Psychology, 76(7), 1585–1598. https://doi.org/10.1177/17470218221128557
• Dahl, S., Stella, A., & Bjørner, T. (2022). Tell me what you see: An exploratory investigation of visual mental imagery evoked by music. Musicae Scientiae, 27(3), 717–740. https://doi.org/10.1177/10298649221124862
• De Boise, S. (2015). Men, masculinity, music and emotions. Palgrave Macmillan UK. https://doi.org/10.1057/9781137436092
• Ferwerda, B., & Tkalčič, M. (2019, June). Exploring online music listening behaviors of musically sophisticated users. In Adjunct Publication of the 27th Conference on User Modeling, Adaptation and Personalization (pp. 33–37). https://doi.org/10.1145/3314183.3324974
• Franco, R., Castillo, S., & Leiva, J. (2017). Música de fondo y emociones: un recurso educativo. Revista de Educación Mediática y Tic, 6 (2), 382–397. https://www.uco.es/ucopress/ojs/index.php/edmetic/article/view/5666
• Fiedler, D., & Spychiger, M. (2017). Measuring “musical self-concept” throughout the years of adolescence with MUSCI_youth: Validation and adjustment of the Musical Self-Concept Inquiry (MUSCI) by investigating samples of students at secondary education schools. Psychomusicology, 27(3), 167–179. https://doi.org/10.1037/pmu0000180
• Fiveash, A., Bella, S. D., Bigand, E., Gordon, R. L., & Tillmann, B. (2022). You got rhythm, or more: The multidimensionality of rhythmic abilities. Attention, Perception & Psychophysics, 84(4), 1370–1392. https://doi.org/10.3758/s13414-022-02487-2
• Fuentes-Sánchez, N., Pastor, M. C., Eerola, T., & Pastor, R. (2021). Individual differences in music reward sensitivity influence the perception of emotions represented by music. Musicae Scientiae, 27(2), 313–331. https://doi.org/10.1177/10298649211060028
• George, D., & Mallery, P. (2018). IBM SPSS Statistics 25 Step by step: A Simple Guide and Reference. Routledge.
• Gerstgrasser, S., Vigl, J., & Zentner, M. (2023). The role of listener features in musical emotion induction: The contributions of musical expertise, personality dispositions, and mood state. Psychology of Aesthetics, Creativity, and the Arts, 17(2), 211–224. https://doi.org/10.1037/aca0000468
• Greb, F., Schlotz, W., & Steffens, J. (2018). Personal and situational influences on the functions of music listening. Psychology of Music, 46(6), 763–794. https://doi.org/10.1177/0305735617724883
• Hair, J.F., Sarstedt, M., Hopkins, L., & Kuppelwieser, V.G. (2014). Partial least squares structural equation modeling (PLS-SEM): An emerging tool in business research. European Business Review, 26(2), 106-121
• Hallam, S., & Prince, V. (2003). Conceptions of musical ability. Research Studies in Music Education, 20(1), 2–22. https://doi.org/10.1177/1321103x030200010101
• Hambrick, D. Z., & Tucker-Drob, E. M. (2014). The genetics of music accomplishment: Evidence for gene–environment correlation and interaction. Psychonomic Bulletin & Review, 22(1), 112–120. https://doi.org/10.3758/s13423-014-0671-9
• Hashim, S., Stewart, L., Küssner, M. B., & Omigie, D. (2023). Music listening evokes story-like visual imagery with both idiosyncratic and shared content. PloS One, 18(10), e0293412. https://doi.org/10.1371/journal.pone.0293412H
• Honing, H. (2021). Unravelling the origins of musicality: Beyond music as an epiphenomenon of language. Behavioral and Brain Sciences, 44. https://doi.org/10.1017/s0140525x20001211
• Hunter, P. G., Schellenberg, E. G., & Stalinski, S. M. (2011). Liking and identifying emotionally expressive music: Age and gender differences. Journal of Experimental Child Psychology, 110(1), 80–93. https://doi.org/10.1016/j.jecp.2011.04.001
• Hyman, I. E., Burland, N. K., Duskin, H. M., Cook, M. C., Roy, C. M., McGrath, J. C., & Roundhill, R. F. (2013). Going gaga: Investigating, creating, and manipulating the song stuck in my head. Applied Cognitive Psychology, 27(2), 204–215. https://doi.org/10.1002/acp.2897
• Jimenez, M. N., & Elliott, E. M. (2023). Musical training as a continuum: relationships of Short-Term memory and musical aptitudes. Auditory Perception & Cognition, 7(1), 50–66. https://doi.org/10.1080/25742442.2023.2289823
• Juslin, P. N., Liljeström, S., Västfjäll, D., Barradas, G., & Silva, A. (2008). An experience sampling study of emotional reactions to music: listener, music, and situation. Emotion, 8(5), 668–683. https://doi.org/10.1037/a0013505
• Kreutz, G., Schubert, E., & Mitchell, L. A. (2008). Cognitive styles of music listening. Music Perception, 26(1), 57–73. https://doi.org/10.1525/mp.2008.26.1.57
• Law, L.N.C., & Zentner, M. (2012). Assessing musical abilities objectively: construction and validation of the Profile of Music Perception Skills. PLOS ONE, 7(12), e52508. https://doi.org/10.1371/journal.pone.0052508
• Liikkanen, L. A. (2012). Inducing involuntary musical imagery: An experimental study. Musicae Scientiae, 16(2), 217–234. doi:https://doi.org/10.1177/1029864912440770
• Liikkanen, L. A., & Jakubowski, K. (2020). Involuntary musical imagery as a component of ordinary music cognition: A review of empirical evidence. Psychonomic Bulletin & Review, 27(6), 1195–1217. https://doi.org/10.3758/s13423-020-01750-7
• MacGregor, C. L., & Mullensiefen, D. (2019). The Musical Emotion Discrimination Task: a new measure for assessing the ability to discriminate emotions in music. Frontiers in Psychology, 10, 1–15. https://doi.org/10.3389/fpsyg.2019.01955
• MacGregor, C., Ruth, N., & Müllensiefen, D. (2023). Development and validation of the first adaptive test of emotion perception in music. Cognition and Emotion, 37(2), 284–302. https://doi.org/10.1080/02699931.2022.2162003
• McClellan, E. R. (2011). Relationships among Parental Influences, Selected Demographic Factors, Adolescent Self-Concept as a Future Music Educator, and the Decision to Major in Music Education. Bulletin of the Council for Research in Music Education, 187, 49–64. http://www.jstor.org/stable/41162323
• Moeck, E. K., Hyman, I. E., & Takarangi, M. K. T. (2018). Unders ding the overlap between positive and negative involuntary cognitions using instrumental earworms. Psychomusicology: Music, Mind, and Brain, 28(3), 164–177. https://doi.org/10.1037/pmu0000217
• Morin, A. J., Scalas, L. F., Vispoel, W., Marsh, H. W., & Wen, Z. (2016). The Music Self-Perception Inventory: Development of a short form. Psychology of Music, 44(5), 915–934. https://doi.org/10.1177/0305735615592690
• Müllensiefen, D., Gingras, B., Musil, J., & Stewart, L. (2014). The musicality of non-musicians: An index for assessing musical sophistication in the general population. PLOS ONE, 9(2), e89642. https://doi.org/10.1371/journal.pone.0089642
• Qarri, E. (2023). The Attributions of Students’ Achievement Motivation According to Their Musical Abilities and Skills in Music Education. Eurasian Journal of Educational Research, 105(105), 332-342. https://doi.org/10.14689/ejer.2023.105.019
• Peretz, I., Champod, A. S., & Hyde, K. (2003). Varieties of musical disorders. The Montreal Battery of Evaluation of Amusia. Annals of the New York Academy of Sciences, 999, 58–75. https://doi.org/10.1196/annals.1284.006
• Rodríguez-Rey, R., Garrido-Hernansaiz, H., & Collado, S. (2020). Psychological impact and associated factors during the initial stage of the coronavirus (COVID-19) pandemic among the general population in Spain. Frontiers in Psychology, 11, 1–23. https://doi.org/10.3389/fpsyg.2020.01540
• Rosenbloom, A. F. (2004). High School Music Studies and Social Studies: An Interdisciplinary Approach. Music Educators Journal, 90(3), 41-45. https://doi.org/10.2307/3399954
• Savage, P. E., Loui, P., Tarr, B., Schachner, A., Glowacki, L., Mithen, S., & Fitch, W. T. (2020). Music as a coevolved system for social bonding. Behavioral and Brain Sciences, 44. https://doi.org/10.1017/S0140525X20000333
• Scalas, L. F., Marsh, H. W., Vispoel, W., Morin, A. J. S., & Wen, Z. (2016). Music self-concept and self-esteem formation in adolescence: A comparison between individual and normative models of importance within a latent framework. Psychology of Music, 45(6), 763–780. https://doi.org/10.1177/0305735616672317
• Schmidt, C. P. (2005). Relations among Motivation, Performance Achievement, and Music Experience Variables in Secondary Instrumental Music Students. Journal of Research in Music Education, 53(2), 134. https://doi.org/10.2307/3345514
• Sichivitsa, V. O. (2004). Music Motivation: A Study of Fourth, Fifth and Sixth Graders’ Intentions to Persist in Music. Contributions to Music Education, 31(2), 27–41. http://www.jstor.org/stable/24126991
• Sichivitsa, V. O. (2007). The influences of parents, teachers, peers and other factors on students’ motivation in music. Research Studies in Music Education, 29(1), 55–68. https://doi.org/10.1177/1321103x07087568
• Sloboda, J. (2007). Musical ability. Novartis Foundation Symposium, 106–118. https://doi.org/10.1002/9780470514498.ch7
• Sun, J. (2022). Exploring the impact of music education on the psychological and academic outcomes of students: Mediating role of Self-Efficacy and Self-Esteem. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.841204
• Swaminathan, S., & Schellenberg, E.G. (2018). Musical Competence is Predicted by Music Training, Cognitive Abilities, and Personality. Scientific Reports, 8(1), 1–7. https://doi.org/10.1038/s41598-018-27571-2
• Talamini, F., Vigl, J., Doerr, E., Grassi, M., & Carretti, B. (2022). Auditory and visual mental imagery in musicians and non-musicians. Musicae Scientiae, 27(2), 428–441. https://doi.org/10.1177/10298649211062724
• Taruffi, L., & Küssner, M. B. (2019). A review of music-evoked visual mental imagery: Conceptual issues, relation to emotion, and functional outcome. Psychomusicology: Music, Mind, and Brain, 29(2-3), 62–74. https://doi.org/10.1037/pmu0000226
• Taruffi, L., Pehrs, C., Skouras, S., & Koelsch, S. (2017). Effects of sad and happy music on mind-wandering and the default mode network. Scientific Reports, 7(1), 1–10. https://doi.org/10.1038/s41598-017-14849-0
• Ullén, F., Mosing, M. A., Holm, L., Eriksson, H., & Madison, G. (2014). Psychometric properties and heritability of a new online test for musicality, the Swedish Musical Discrimination Test. Personality and Individual Differences, 63, 87-93. https://doi.org/10.1016/j.paid.2014.01.057
• Veloso, A. L., & Mota, G. (2021). Music learning, engagement, and personal growth: child perspectives on a music workshop developed in a Portuguese state school. Music Education Research, 23(4), 416–429. https://doi.org/10.1080/14613808.2021.1929140
• Vispoel, W. P., & Lee, H. (2024). Music Self-Concept: Structure, Correlates, and Differences across Grade-Level, Gender, and Musical Activity Groups. Psychology & Psychological Research International Journal, 9(2), 1–6. https://doi.org/10.23880/pprij-16000413
• Vuoskoski, J. K., & Eerola, T. (2013). Extramusical information contributes to emotions induced by music. Psychology of Music, 43(2), 262–274. https://doi.org/10.1177/0305735613502373
• Wallentin, M., Nielsen, A. H., Friis-Olivarius, M., Vuust, C., & Vuust, P. (2010). The Musical Ear Test, a new reliable test for measuring musical competence. Learning and Individual Differences, 20(3), 188–196. https://doi.org/10.1016/j.lindif.2010.02.004
• Wesseldijk L. W., Mosing M. A., Ullén F. (2019). Gene–environment interaction in expertise: The importance of childhood environment for musical achievement. Developmental Psychology, 55(7), 1473 1479. https://doi.org/10.1037/dev0000726
• West, C. (2013). Motivating music students. Update (University of South Carolina. Dept. Of Music. Online)/Update - University of South Carolina. Dept. Of Music, 31(2), 11–19. https://doi.org/10.1177/8755123312473611Este 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.Depto. de Didáctica de las Lenguas, Artes y Educación FísicaFac. de EducaciónTRUEpu
