Literaturnachweis - Detailanzeige
| Autor/inn/en | Ciorba, Charles R.; Russell, Brian E. |
|---|---|
| Titel | A Proposed Model of Jazz Theory Knowledge Acquisition |
| Quelle | In: Journal of Research in Music Education, 62 (2014) 3, S.291-301 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-4294 |
| DOI | 10.1177/0022429414542979 |
| Schlagwörter | Music Education; Hypothesis Testing; Causal Models; Student Motivation; Academic Achievement; Music Theory; Path Analysis; Reliability; Goodness of Fit; Factor Analysis; Predictor Variables; Statistical Significance; High School Students |
| Abstract | The purpose of this study was to test a hypothesized model that proposes a causal relationship between motivation and academic achievement on the acquisition of jazz theory knowledge. A reliability analysis of the latent variables ranged from 0.92 to 0.94. Confirmatory factor analyses of the motivation (standardized root mean square residual [SRMR] = 0.067) and jazz theory (SRMR = 0.063) measures indicated a good fit of the predicted model to the observed data. Results of the latent path model indicated good fit (?2 = 20.08, p = 0.692, df = 24, N = 102) and large, positive, and statistically significant direct effects of motivation (ß = 0.65) and academic achievement (ß = 0.56) on jazz theory knowledge acquisition. The successful identification of this proposed model lends enough support for continued investigation into the process surrounding the acquisition of jazz theory knowledge. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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