This article presents the process of translation into Spanish, adaptation, and validation of the General Musical Self-Efficacy Scale by Ritchie and Williamon. After having carried out reverse translation and a preliminary study, the scale was tested on a sample of 668 students enrolled in six Spanish music academies (secondary school and university level). Our results corroborated the two original subscales: one for self-efficacy for learning (α = .792 and α = .734), and the other for self-efficacy for public performance (α = .773 and α = .780), after having removed one item in each subscale on the basis of internal consistency indicators and factorial analysis. The subscales we thereby obtained likewise presented good temporal stability (r = .513 and .539); they both correlated with performance anxiety (stage fright); both correlated more highly with the public performance subscale. Validation data signaled higher scores obtained by students enrolled in university-level music academies, by students who had started music training at an earlier age, for the boys at secondary level, and for the younger group of students at secondary level. To summarize, this version of the General Musical Self-Efficacy Scale is a valid, reliable tool for measuring self-efficacy in Spanish music students.

本文介绍了 Ritchie 和 Williamon 的通用音乐自我效能量表翻译成西班牙语、改编和验证的过程。在进行了反向翻译和初步研究后，该量表在六所西班牙音乐学院（中学和大学）的 668 名学生中进行了测试。我们的结果证实了两个原始分量表：一个用于学习的自我效能（α = .792 和 α = .734），另一个用于公共绩效的自我效能（α = .773 和 α = .780），之后根据内部一致性指标和因子分析删除了每个分量表中的一个项目。我们由此获得的分量表同样表现出良好的时间稳定性（r= .513 和 .539)；它们都与表演焦虑（怯场）相关；两者都与公共绩效分量表相关性更高。验证数据表明，就读于大学音乐学院的学生、较早开始音乐训练的学生、中学阶段的男孩和中学阶段的年轻学生群体获得了更高的分数。总而言之，这个版本的通用音乐自我效能量表是衡量西班牙音乐学生自我效能的有效、可靠的工具。