Validation of Two Measurements Instruments to Assess Motivational Beliefs and Performance Strategies in the Processes of Memorization in Piano Performance

The aim of this investigation has been to validate the psychometric qualities of two questionnaires designed to evaluate motivational beliefs and identify specific strategies for the memorization of pianistic interpretation, variables that define high-level learning environments according to theories of expert competency development. The final versions of both questionnaires were administered to a sample of piano students in higher music education (N=121). Through Exploratory and Confirmatory Factorial Analysis, it has been indicated the good adjustment indices and reliability rates in both models developed. First model, which is described by X2S-B = 856.46 (490), p = 0.000; X2S-B/G.L = 1.74; NNFI = 0.97; CFI = 0.97; RMSEA = 0.07, identifies four motivational variables: utility, value, self-efficacy and cognitive anxiety. The second one (with values X2S-B = 835.00 (485), p = 0.000; X2S-B/G.L = 1.72; NNFI = 0.95; CFI = 0.96; RMSEA = 0.07) identifies five types of memorizing strategies; analytical-organizational memory, perceptual-contextual memory, emotional-gestural memory and self-regulation processes or meta-cognition. The results suggest that the implementation would be appropriate in a Spanish context, where survey instruments complying with validity and reliability criteria for utilization in musical instrument studies are scarce. The information obtained will contribute to a better understanding of rote learning processes and to improvements in teaching leading to a professional pianist qualification