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The creation of a model to predict jazz improvisation achievement.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The creation of a model to predict jazz improvisation achievement./
作者:	Ciorba, Charles Robert.
面頁冊數:	1 online resource (132 pages)
附註:	Source: Dissertations Abstracts International, Volume: 68-09, Section: A.
Contained By:	Dissertations Abstracts International68-09A.
標題:	Music education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3243107click for full text (PQDT)
ISBN:	9780542986529

The creation of a model to predict jazz improvisation achievement.
Ciorba, Charles Robert.

The creation of a model to predict jazz improvisation achievement. - 1 online resource (132 pages)

Source: Dissertations Abstracts International, Volume: 68-09, Section: A.

Thesis (Ph.D.)--University of Miami, 2006.

Includes bibliographical references

The primary purpose of this study was to create a model to predict jazz improvisation achievement. The dependent variable was defined as jazz improvisation achievement and the independent variables were defined as: (a) self-assessment, (b) self-efficacy, (c) motivation, (d) jazz theory knowledge, (e) time spent practicing, (f) music aptitude, (g) academic achievement, (h) sight-reading ability, and (i) listening experience. A sample of high school students (N = 102) in grades 9 through 12 were chosen from 3 high schools in south Florida and 4 high schools in southeast Michigan. Results of the simultaneous multiple regression analysis revealed the nine independent variables combined to account for 50% of the variance in jazz improvisation achievement. Accordingly, the overall multiple regression was statistically significant, R2 = .502, F(9,92) = 10.29, p < .001. Further results of the regression analysis indicated that self-assessment (p < .005) and jazz theory knowledge (p < .001) were the only statistically significant variables. Results of the initial path analysis did not fit the data very well (χ 2 = 35.94, df = 16, p < .003). In order to achieve adequate fit, all non-significant paths were eliminated. Results of the final model revealed an adequate fit between theory and data (χ2 = 10.67, df = 11, p < .471), indicating that a model to predict jazz improvisation achievement can be created and statistically tested.

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

Mode of access: World Wide Web

ISBN: 9780542986529Subjects--Topical Terms:

3168367
Music education.
Subjects--Index Terms:

AchievementIndex Terms--Genre/Form:

542853
Electronic books.

The creation of a model to predict jazz improvisation achievement.
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504 $a Includes bibliographical references
520 $a The primary purpose of this study was to create a model to predict jazz improvisation achievement. The dependent variable was defined as jazz improvisation achievement and the independent variables were defined as: (a) self-assessment, (b) self-efficacy, (c) motivation, (d) jazz theory knowledge, (e) time spent practicing, (f) music aptitude, (g) academic achievement, (h) sight-reading ability, and (i) listening experience. A sample of high school students (N = 102) in grades 9 through 12 were chosen from 3 high schools in south Florida and 4 high schools in southeast Michigan. Results of the simultaneous multiple regression analysis revealed the nine independent variables combined to account for 50% of the variance in jazz improvisation achievement. Accordingly, the overall multiple regression was statistically significant, R2 = .502, F(9,92) = 10.29, p < .001. Further results of the regression analysis indicated that self-assessment (p < .005) and jazz theory knowledge (p < .001) were the only statistically significant variables. Results of the initial path analysis did not fit the data very well (χ 2 = 35.94, df = 16, p < .003). In order to achieve adequate fit, all non-significant paths were eliminated. Results of the final model revealed an adequate fit between theory and data (χ2 = 10.67, df = 11, p < .471), indicating that a model to predict jazz improvisation achievement can be created and statistically tested.
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