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Analysis of institutional authors

Lopez-Iniguez, GuadalupeAuthorDios Perez, Maria Jose, DeAuthorPozo Municio, J IgnacioAuthor

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October 19, 2020
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The older, the wiser? Profiles of string instrument teachers with different experience according to their conceptions of teaching, learning, and evaluation

Publicated to:Psychology Of Music. 42 (2): 157-176 - 2014-01-01 42(2), DOI: 10.1177/0305735612463772

Authors: López-Íñiguez G; Pozo JI; De Dios MJ

Affiliations

Universidad Autónoma de Madrid - Author

Abstract

Recent research on music teaching and the curricula proposed in different countries increasingly insists on moving towards teaching centered on managing students' mental processes according to the constructivist approach. However, studies on conceptions and practices of teaching-learning show that these still largely focus on transmitting the musical and technical knowledge needed to produce the correct sound. Our main aim was to study the conceptions of teaching-learning held by 53 string teachers at elementary levels, and to test how they are affected by the variable teaching experience (in three groups: [a] less than 7 years; [b] 7-14 years; and [c] more than 14 years). We also wanted to determine whether these conceptions give rise to consistent profiles in three pedagogical dimensions: teaching, learning, and evaluation. We collected data by means of a multiple-choice questionnaire, and applied cluster analysis, correlations, analysis of variance (ANOVA), and post hoc tests. Agreeing with prior research, we found three distinct profiles in the answers to the questionnaire: direct, interpretative, and constructive. Teachers' beliefs were more constructive regarding teaching and evaluation than regarding learning, although younger teachers held more complex positions regarding teaching and learning music, in contrast to much research on teaching-expertise. © The Author(s) 2013.

Keywords

Conceptions of teachingConceptual changeConstructivismEvaluationLearningMusic conservatoriesString instrument teachersTeaching experience

Quality index

Bibliometric impact. Analysis of the contribution and dissemination channel

The work has been published in the journal Psychology Of Music due to its progression and the good impact it has achieved in recent years, according to the agency WoS (JCR), it has become a reference in its field. In the year of publication of the work, 2014, it was in position 15/76, thus managing to position itself as a Q1 (Primer Cuartil), in the category Psychology, Applied.

From a relative perspective, and based on the normalized impact indicator calculated from World Citations provided by WoS (ESI, Clarivate), it yields a value for the citation normalization relative to the expected citation rate of: 1.07. This indicates that, compared to works in the same discipline and in the same year of publication, it ranks as a work cited above average. (source consulted: ESI Nov 14, 2024)

This information is reinforced by other indicators of the same type, which, although dynamic over time and dependent on the set of average global citations at the time of their calculation, consistently position the work at some point among the top 50% most cited in its field:

  • Weighted Average of Normalized Impact by the Scopus agency: 5.83 (source consulted: FECYT Feb 2024)
  • Field Citation Ratio (FCR) from Dimensions: 18.34 (source consulted: Dimensions Jul 2025)

Specifically, and according to different indexing agencies, this work has accumulated citations as of 2025-07-22, the following number of citations:

  • WoS: 27
  • Scopus: 28
  • Google Scholar: 52

Impact and social visibility

From the perspective of influence or social adoption, and based on metrics associated with mentions and interactions provided by agencies specializing in calculating the so-called "Alternative or Social Metrics," we can highlight as of 2025-07-22:

  • The use, from an academic perspective evidenced by the Altmetric agency indicator referring to aggregations made by the personal bibliographic manager Mendeley, gives us a total of: 43.
  • The use of this contribution in bookmarks, code forks, additions to favorite lists for recurrent reading, as well as general views, indicates that someone is using the publication as a basis for their current work. This may be a notable indicator of future more formal and academic citations. This claim is supported by the result of the "Capture" indicator, which yields a total of: 43 (PlumX).

With a more dissemination-oriented intent and targeting more general audiences, we can observe other more global scores such as:

  • The Total Score from Altmetric: 0.5.
  • The number of mentions on the social network Facebook: 2 (Altmetric).

It is essential to present evidence supporting full alignment with institutional principles and guidelines on Open Science and the Conservation and Dissemination of Intellectual Heritage. A clear example of this is:

  • The work has been submitted to a journal whose editorial policy allows open Open Access publication.
  • Assignment of a Handle/URN as an identifier within the deposit in the Institutional Repository: https://repositorio.uam.es/handle/10486/664493

Leadership analysis of institutional authors

There is a significant leadership presence as some of the institution’s authors appear as the first or last signer, detailed as follows: First Author (López-Íñiguez G) and Last Author (de Dios MJ).