Search Results (4)

Objective: This study aims to investigate the feasibility of an online music therapy protocol for individuals previously diagnosed with COVID-19, focusing on their perceptions of their respiratory symptoms and the intervention’s impact on psychosocial measures. Methods: A within-subject experimental design was applied to examine an eight-week weekly online music therapy protocol, including singing, wind instrument playing, and music visualizations. All self-report data were collected bi-weekly throughout the 16-weeks study period, including baseline and post-tests. The measures for respiratory symptoms included the Medical Research Council’s Dyspnea Scale (MRC Dyspnea), Chronic Respiratory Questionnaire-Mastery Scores (CRQ Mastery), and Visual Analogue Scale for breathlessness. The measures for the secondary psychosocial outcomes were the Beck Depression Inventory-Short Form, the Generalized Anxiety Disorder 7-item, the Hospital Anxiety and Depression Scale, the Fatigue Severity Scale, the Epworth Sleepiness Scale, the EuroQol 5-Dimension 5-Level, and the Connor-Davidson Resilience Scale. Results: Twenty-four participants were enrolled. The participants perceived a reduction in respiratory symptoms, and shortness of breath (MRC Dyspnea). Planned comparisons showed significant decreases in MRC from baseline to post-treatment (p = 0.008). The mixed-effects model, including pre-baseline and post-treatment, was significant (p < 0.001). Significant changes in Breathing VAS were consistent with improvements in MRC Dyspnea, showing a significant baseline-to-post difference (p = 0.01). The CRQ Mastery showed significant improvements from baseline to Week 12 (p < 0.001). No significant changes were observed in other secondary measures. Conclusions: Our preliminary findings suggest that this protocol is feasible, and as a result, may help individuals previously diagnosed with COVID-19 to cope with lasting respiratory symptoms and improve their perception of shortness of breath. Live music-making, including playing accessible wind instruments and singing, may contribute to an increase sense of control over breathing. As this was a feasibility study, we conducted multiple uncorrected statistical comparisons to explore potential effects. While this approach may increase the risk of Type I error, the findings are intended to inform hypotheses for future confirmatory studies rather than to draw definitive conclusions. Full article

Generalizability theory (GT) provides an all-encompassing framework for estimating accuracy of scores and effects of multiple sources of measurement error when using measures intended for either norm- or criterion-referencing purposes. Structural equation models (SEMs) can replicate results from GT-based ANOVA procedures while extending those analyses to account for scale coarseness, generate Monte Carlo-based confidence intervals for key parameters, partition universe score variance into general and group factor effects, and assess subscale score viability. We apply these techniques in R to univariate, multivariate, and bifactor designs using a novel indicator-mean approach to estimate absolute error. When representing responses to items from the shortened form of the Music Self-Perception Inventory (MUSPI-S) using 2-, 4-, and 8-point response metrics over two occasions, SEMs reproduced results from the ANOVA-based mGENOVA package for univariate and multivariate designs with score accuracy and subscale viability indices within bifactor designs comparable to those from corresponding multivariate designs. Adjusting for scale coarseness improved the accuracy of scores across all response metrics, with dichotomous observed scores least approximating truly continuous scales. Although general-factor effects were dominant, subscale viability was supported in all cases, with transient measurement error leading to the greatest reductions in score accuracy. Key implications are discussed. Full article

In this study, we introduce a novel and robust approach for computing Generalizability Theory (GT) absolute error and related dependability indices using indicator intercepts that represent observed means within structural equation models (SEMs). We demonstrate the applicability of our method using one-, two-, and three-facet designs with self-report measures having varying numbers of scale points. Results for the indicator mean-based method align well with those obtained from the GENOVA and R gtheory packages for doing conventional GT analyses and improve upon previously suggested methods for deriving absolute error and corresponding dependability indices from SEMs when analyzing three-facet designs. We further extend our approach to derive Monte Carlo confidence intervals for all key indices and to incorporate estimation procedures that correct for scale coarseness effects commonly observed when analyzing binary or ordinal data. Full article

The aim of this study was to investigate whether playing music during PE lessons had an impact on the intrinsic motivation of high school students, including enjoyment, competency, freedom of choice and stress. Using a mixed method approach, intrinsic motivation of 40 students (25 girls, 15 boys) was surveyed. The Intrinsic Motivation Inventory was combined with a focus group discussion to collect pupils’ and teacher’s perceptions. Data analysis showed motivation scores to be significantly better during PE with music than PE without music. This difference was also reflected for joy or interest, with pupils experiencing more joy during PE with music. Students reported feeling more enthusiastic with music, which gave them more energy; they participated with higher motivation and had more fun. In addition, the combination of increased concentration and self-confidence resulted in higher competence scores during PE with music. No significant differences were found for freedom of choice and stress in either condition. It can be concluded that playing music during PE positively influences students’ intrinsic motivation. More specifically, the influence of music is mainly found in increased students’ perception of enjoyment, interest and sense of competence. The findings of this study should be the impetus for PE teachers to implement music more often. Full article