This study examined relationships among selected aspects of parental involvement as they relate to the cognitive, affective, and performance outcomes of instrumental music students. Independent variables were music aptitude, parental involvement, grade level, and gender. Dependent variables were cognitive musical outcomes, performance outcomes, and affective outcomes. Subjects were instrumental music students (N -406) from five intact band programs located in rural New York and Pennsylvania. Wind and percussion volunteers from Grades 4 through 12 participated. Data were examined using descriptive analysis, correlational analysis, and analysis of variance. Majorfindings included: (1) Parental involvement was related to overall performance, affective, and cognitive musical outcomes. (2) For cognitive musical outcomes, parental involvement was only related at the elementary level. (3) For musical performance outcomes, parental involvement was only related at the elementary level. (4) For affective outcomes, the strength of the parental involvement relationship increased with student age. (5) Items concerning concert attendance, providing materials, participating in parent groups, and tape-recording student performances were related to al outcome areas.
245The purpose of this study was to develop a valid and reliable assessment measure for stringed instrument performance. In the initial phase of the investigation, a total of 90 suitable statements were generated for the initial item pool gathered from essays, statements, and previously constructed rating scales. These statements were put into the a priori categories determined by previous research. These items were paired with Likert-type scales and used by 50 judges to assess 100 recorded string performances at the middle school through high school level. The results of the initial item pool were factor-analyzed using a varimax rotation. Five factors were identified (interpretation/musical effect, articulation/tone, intonation, rhythm/tempo, and vibrato), and 28 items were selected for the subscales of the String Performance Rating Scale (SPRS) based on factor loadings. Reliability varied from .873 to .936 for each judging panel using Hoyt's analysis of variance procedure. Two studies were conducted to establish criterion related validity, with zero-order correlations ranging from .605 to . 766 between the SPRS and two other rating scales.Musical performance assessment is an important part of the instructional process in string education. Performance assessment is undertaken in many instructional situations, such as auditions for seating and ensemble placement, rehearsals, concerts, and festival performances.Problems with music performance judging are common (Fiske, 1983). According to results of a series of studies reported by Fiske in his 1983 work, judge consistency, even among experienced judges, was low (approximately 25% agreement). Possible solutions suggested by Fiske to this problem of inconsistent judging include the use of a panel of judges and the training ofjudges. The use of ajudge panel is either not practical or not cost-effective in many cases. In addition, Fiske (1978) found thatjudge training alone did not increase evaluation consistency.
This study examined relationships among selected aspects of parental involvement, music aptitude, musical achievement, and performance achievement. Subjects were 113 wind instrumentalists from four north-central Pennsylvania middle schools. Variables were defined through a researcher-constructed measure of parental involvement (PIM), the tonal and rhythmic imagery subtests of the Music Aptitude Profile (Gordon, 1965), selected sub-tests of the Music Achievement Tests (Colwell, 1969), and the Watkins-Farnum Performance Scale (Walkins & Farnum, 1954). Data were analyzed through correlation and MANOVA procedures. Results indicated (1) no significant relationship between parental involvement (as measured by student responses) and performance achievement; (2) a relationship of little practical significance between parental involvement and both musical achievement and musical aptitude; (3) a strong relationship between music aptitude and both musical achievement and performance achievement; and (4) a significant three-way interaction for performance achievement among parental involvement, music aptitude, and gender.
The purpose of this study was to examine the underlying multifaceted structure of home environment in music using a factor analysis methodology, and to create a scale that reflects this structure. Students from a major metropolitan area in the southeastern United States (N = 523) enrolled in general music classes, orchestra classes, band classes, and chorus classes in grades 4–12 completed a 99-item pool measure. Items were created based on previous research in music education and education. A factor analysis of the item measure identified seven parental involvement–home environment in music factors: Home Musical Structure, Attitudes Toward Music, Home Musical Environment, Music Program Support, Parental Expectations, Family Musical Participation, and Family Musical Background. Six items for each factor were selected for the final scale based on factor loadings and to measure unique aspects of each factor. The MANOVA revealed that five of the seven factors (Home Musical Structure, Attitudes Toward Music, Home Musical Environment, Music Program Support, and Family Musical Participation) differed by sample characteristics.
This study is an examination of motivation orientations (mastery, intrinsic, cooperative, individual, competition, ego, approach success, avoid failure, hypercompetition, personal development competition) and musical self-concept in relation to measures of academic achievement and career goals of preservice music teachers. The research questions addressed (a) relations among motivation and self-concept variables and their underlying factors, and (b) relations between the motivation and self-concept variables and academic achievement, class level, sex, and immediate and long-term career goals. Participants were 148 undergraduate music education majors from three American universities. A survey was administered to measure the motivation constructs and to gather information concerning academic achievement, demographic variables, and career goals. Of the subjects surveyed, 69. 4 % reported public school teaching as an immediate career goal, and 49.3 % reported it as a long-term goal. Significantly greater numbers of women (62.7%) than men (3 7.3 %) indicated public school teaching as the long term goal. Means for self concept in music dif fered by university, while means for motivation and frequencies for career goals did not. Factor analysis revealed five factors: Competitive/Ego, Achieve Success/Avoid Failure, Cooperative vs. Individual, Intrinsic/Mastery, and Personal Development Competition. Significant but low correlations were found between Personal Development Competition and class level. Motivation and self-concept variables were not correlated with academic achievement variables and generally did not differ by sex or class level. Differences in motivation and musical self-concept by immediate and long-term career goal categories were nonsignificant.
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