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Relationships among impulsivity, ach...

Miksza, Peter.

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Relationships among impulsivity, achievement goal motivation, practice behavior, and the performance achievement of high school wind players.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Relationships among impulsivity, achievement goal motivation, practice behavior, and the performance achievement of high school wind players./
作者:	Miksza, Peter.
面頁冊數:	272 p.
附註:	Adviser: Charles P. Schmidt.
Contained By:	Dissertation Abstracts International68-07A.
標題:	Education, Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3274248
ISBN:	9780549151258

Relationships among impulsivity, achievement goal motivation, practice behavior, and the performance achievement of high school wind players.
Miksza, Peter.

Relationships among impulsivity, achievement goal motivation, practice behavior, and the performance achievement of high school wind players. - 272 p.

Adviser: Charles P. Schmidt.

Thesis (Ph.D.)--Indiana University, 2007.

The primary purpose of this study was to investigate relationships among impulsivity, achievement goal motivation, and the performance achievement of high school wind players. Additional purposes of this study were: (a) to observe what types of practice behaviors were exhibited across three practice sessions; (b) to examine how the behaviors were related to the selected individual difference variables and performance achievement; and (c) to examine relationships among self-reported practice habits, selected individual variables, performance achievement, and observed practice behaviors. The sample for the study consisted of 60 high school wind players drawn from six schools in Indiana and New Jersey. The specific instruments played included flute, oboe, bassoon, clarinet, bass clarinet, alto saxophone, tenor saxophone, F horn, trumpet, trombone, and euphonium. Subjects completed the Eysenck Impulsiveness 7 Questionnaire (1985), a researcher-adaptation of the Elliot and McGregor (2001) 2 x 2 Achievement Goal Questionnaire, and a researcher-designed practice habit questionnaire. Reliability for the impulsivity and achievement goal sub-scales ranged from r=.74 to .92. Subjects participated in three practice sessions of 25 minutes each across three consecutive days. Subjects practiced a researcher-composed performance etude and rated their practice efficiency following each session. The subjects' performances yielded six measures of performance achievement: day one pre-test, day one post-test, day two pretest, day two post-test, day three pre-test, and day three post-test. Alpha coefficients for three independent raters on 50% of the performances ranged from alpha=.86 to .97. Interjudge reliability for practice behaviors between two observers on 25% of the sessions ranged from adequate to excellent (r=.65 to 1.00).

ISBN: 9780549151258Subjects--Topical Terms:

1017808
Education, Music.

Relationships among impulsivity, achievement goal motivation, practice behavior, and the performance achievement of high school wind players.
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245 1 0 $a Relationships among impulsivity, achievement goal motivation, practice behavior, and the performance achievement of high school wind players.
300 $a 272 p.
500 $a Adviser: Charles P. Schmidt.
500 $a Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2869.
502 $a Thesis (Ph.D.)--Indiana University, 2007.
520 $a The primary purpose of this study was to investigate relationships among impulsivity, achievement goal motivation, and the performance achievement of high school wind players. Additional purposes of this study were: (a) to observe what types of practice behaviors were exhibited across three practice sessions; (b) to examine how the behaviors were related to the selected individual difference variables and performance achievement; and (c) to examine relationships among self-reported practice habits, selected individual variables, performance achievement, and observed practice behaviors. The sample for the study consisted of 60 high school wind players drawn from six schools in Indiana and New Jersey. The specific instruments played included flute, oboe, bassoon, clarinet, bass clarinet, alto saxophone, tenor saxophone, F horn, trumpet, trombone, and euphonium. Subjects completed the Eysenck Impulsiveness 7 Questionnaire (1985), a researcher-adaptation of the Elliot and McGregor (2001) 2 x 2 Achievement Goal Questionnaire, and a researcher-designed practice habit questionnaire. Reliability for the impulsivity and achievement goal sub-scales ranged from r=.74 to .92. Subjects participated in three practice sessions of 25 minutes each across three consecutive days. Subjects practiced a researcher-composed performance etude and rated their practice efficiency following each session. The subjects' performances yielded six measures of performance achievement: day one pre-test, day one post-test, day two pretest, day two post-test, day three pre-test, and day three post-test. Alpha coefficients for three independent raters on 50% of the performances ranged from alpha=.86 to .97. Interjudge reliability for practice behaviors between two observers on 25% of the sessions ranged from adequate to excellent (r=.65 to 1.00).
520 $a Results showed significant curvilinear growth in performance achievement across the study with rapid gains made across day one, a peak in the rate of improvement at day two, and a relative plateau at day three. The magnitude of the overall change in performance achievement was large (d=.85). Impulsiveness, venturesomeness, and mastery-approach motivation were significant predictors of performance achievement. Multi-level model analyses indicated that including venturesomeness and masteryapproach as simultaneous predictors explained 19% of the variance among subjects' initial performance achievement scores. The behaviors exhibited the most were repeat measure, repeat section, and marks part, whereas those exhibited the least were chaining, repeat etude, varying pitch, varying articulation, varying rhythm, and singing/whistling/buzzing. Moderate correlations were found: (a) among the behaviors repeat section, whole-part-whole, and slowing; and (b) between performance achievement and the behaviors repeat section, whole-part-whole, slowing, and skipping directly to or just before critical musical sections of the etude. Small correlations were detected: (a) between impulsiveness and the behaviors whole-part-whole and slowing; (b) between mastery-goal motivation and skipping directly to or just before the critical musical sections of the etude; and (c) between performance achievement and self-reports of percentage of time spent on formal and informal practice and use of metronome. Self-evaluations of practice efficiency were strongly related to performance achievement scores at day one, less so at day two, and not at all on day three. Lastly, several small relationships were also found between self-reported practice habits and observed practice behaviors.
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