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The effects of conducting and non -conducting contexts on teacher self -evaluation and musical error detection.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effects of conducting and non -conducting contexts on teacher self -evaluation and musical error detection./
作者:	Stiffler, Brian Dale.
面頁冊數:	1 online resource (187 pages)
附註:	Source: Dissertations Abstracts International, Volume: 66-03, Section: A.
Contained By:	Dissertations Abstracts International66-03A.
標題:	Music education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3131030click for full text (PQDT)
ISBN:	9780496782789

The effects of conducting and non -conducting contexts on teacher self -evaluation and musical error detection.
Stiffler, Brian Dale.

The effects of conducting and non -conducting contexts on teacher self -evaluation and musical error detection. - 1 online resource (187 pages)

Source: Dissertations Abstracts International, Volume: 66-03, Section: A.

Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2004.

Includes bibliographical references

The purpose of this study was to explore the effects of context on the performances of self-evaluation and musical error detection. Undergraduate conducting students from two Mid-Western universities performed self-evaluation and error detection in conducting or non-conducting contexts (n conducting = 20, nnon-conducting = 20). Self-evaluation in conducting context was measure immediately after conducting. Self-evaluation in non-conducting context was measured after video feedback. Error detection in conducting context was measured after listening while conducting. Error detection in non-conducting context was measured after listening without conducting. Conducting skill was assessed by three trained observers (N = 40). Conducting context did not significantly affect self-evaluation of conducting skill. However, self-evaluation was approximately 12% higher in comparison of self- and trained observer evaluations of subject performance, t(39) = 7.44, p < .001, one-tailed. As well, a strong negative correlation existed between conducting skill and accuracy of self-evaluation, r = −.73(40), p < .01. In effect, accuracy increased as conducting skill increased; accuracy decreased as conducting skill decreased. Conducting context significantly affected error detection skill. Subjects in the non-conducting context identified more error detection test items than subjects in the conducting context (102 vs. 61), t(38) = 4.8, p < .001, one-tailed. In contrast, subjects in the conducting context indicated more non-existent errors than subjects in the non-conducting context (52 vs. 17), t(38) = 4.09, p < .001, two-tailed. Stepwise multiple regression analysis was used to identify a combination of 5 accuracy of self-evaluation and 2 self-evaluation predictor variables explaining 90% of the variability in total conducting skill. In separate regression analyses, the 5 accuracy of self-evaluation variables, the 2 self-evaluation variables, and 2 error detection variables explained smaller portions of variability (68%, 33%, and 27%, respectively). In comparison, accuracy of self-evaluation, rather than self-evaluation or error detection, offered the greatest assistance in predicting and explaining variability in total conducting skill (N = 40).

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9780496782789Subjects--Topical Terms:

3168367
Music education.
Subjects--Index Terms:

ConductingIndex Terms--Genre/Form:

542853
Electronic books.

The effects of conducting and non -conducting contexts on teacher self -evaluation and musical error detection.
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520 $a The purpose of this study was to explore the effects of context on the performances of self-evaluation and musical error detection. Undergraduate conducting students from two Mid-Western universities performed self-evaluation and error detection in conducting or non-conducting contexts (n conducting = 20, nnon-conducting = 20). Self-evaluation in conducting context was measure immediately after conducting. Self-evaluation in non-conducting context was measured after video feedback. Error detection in conducting context was measured after listening while conducting. Error detection in non-conducting context was measured after listening without conducting. Conducting skill was assessed by three trained observers (N = 40). Conducting context did not significantly affect self-evaluation of conducting skill. However, self-evaluation was approximately 12% higher in comparison of self- and trained observer evaluations of subject performance, t(39) = 7.44, p < .001, one-tailed. As well, a strong negative correlation existed between conducting skill and accuracy of self-evaluation, r = −.73(40), p < .01. In effect, accuracy increased as conducting skill increased; accuracy decreased as conducting skill decreased. Conducting context significantly affected error detection skill. Subjects in the non-conducting context identified more error detection test items than subjects in the conducting context (102 vs. 61), t(38) = 4.8, p < .001, one-tailed. In contrast, subjects in the conducting context indicated more non-existent errors than subjects in the non-conducting context (52 vs. 17), t(38) = 4.09, p < .001, two-tailed. Stepwise multiple regression analysis was used to identify a combination of 5 accuracy of self-evaluation and 2 self-evaluation predictor variables explaining 90% of the variability in total conducting skill. In separate regression analyses, the 5 accuracy of self-evaluation variables, the 2 self-evaluation variables, and 2 error detection variables explained smaller portions of variability (68%, 33%, and 27%, respectively). In comparison, accuracy of self-evaluation, rather than self-evaluation or error detection, offered the greatest assistance in predicting and explaining variability in total conducting skill (N = 40).
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