The Vocal Priorities of College Students With and Without Self-Reported Voice Problems

McKenna Hooper; Brittany L Perrine; Rachel L Carroll

doi:10.1016/j.jvoice.2023.06.002

The Vocal Priorities of College Students With and Without Self-Reported Voice Problems

J Voice. 2023 Jul 8:S0892-1997(23)00175-3. doi: 10.1016/j.jvoice.2023.06.002. Online ahead of print.

Authors

McKenna Hooper¹, Brittany L Perrine², Rachel L Carroll³

Affiliations

¹ Olympic View Elementary School, North Thurston Public Schools, Lacey, Washington.
² Department of Communication Sciences and Disorders, Baylor University, Waco, Texas. Electronic address: brittany_perrine@baylor.edu.
³ Department of Communication Sciences and Disorders, Baylor University, Waco, Texas.

PMID: 37423796
DOI: 10.1016/j.jvoice.2023.06.002

Abstract

Objectives/hypothesis: To determine if the Vocal Priorities Questionnaire (VPQ) could be used in people who were not seeking treatment for a voice problem. To determine if the VPQ could be used to compare groups based on self-reported voice problems. To determine if vocal priorities (loudness, clarity, pitch, pitch range) vary based on self-reported voice problems.

Study design: Prospective cross-sectional study.

Methods: An online survey that contained demographic questions, questions about self-reported voice problems, and the VPQ was distributed to undergraduate university students. Confirmatory factor analyses (CFA) and exploratory factor analysis (EFA) were completed to determine if the VPQ was appropriate for use in this population. Invariance testing determined if the VPQ could be used to compare groups. Cronbach's alpha determined internal consistency. An analysis of variance was conducted to compare the scores for each vocal priority across three self-reported voice problem categories: never, current, and past.

Results: Responses from 285 participants were analyzed. An initial CFA found that the four-priority VPQ originally proposed did not have adequate fit indices. An EFA and modified CFA revealed that four priorities were still present, but "not having a gravelly voice" fit better with the priority of pitch, not clarity. With this model, invariance was verified and Cronbach's alpha indicated internal consistency. Loudness was the top vocal priority for 34.8%. In those with a past voice problem, clarity was scored higher compared to those with a current voice problem, F(2, 284) = 5.298, P = 0.006, and pitch range was scored higher compared to those who had never experienced a voice problem, F(2, 284) = 5.431, P = 0.005.

Conclusions: A modified four-priority version of the VPQ presented with acceptable dimensionality and invariance for college students with and without self-reported voice problems. Scores for clarity and pitch range were influenced by experiences with voice problems.

Keywords: College students; Survey; Vocal priorities; Voice problems.