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The relationship between instrumenta...

Dick, Herbert James.

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The relationship between instrumental music achievement and causal attributions for success and failure.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The relationship between instrumental music achievement and causal attributions for success and failure./
Author:	Dick, Herbert James.
Description:	109 p.
Notes:	Advisers: Paul A. Haack; David J. Teachout.
Contained By:	Dissertation Abstracts International67-09A.
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3235396
ISBN:	9780542890062

The relationship between instrumental music achievement and causal attributions for success and failure.
Dick, Herbert James.

The relationship between instrumental music achievement and causal attributions for success and failure. - 109 p.

Advisers: Paul A. Haack; David J. Teachout.

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

The purpose of this study was to examine if there is a relationship between achievement in instrumental music performance and causal attributions for success or failure in music. Research questions included: (1) Is there a difference in the causes to which high and low achieving students attribute success in instrumental music performance? (2) Are the cited causal attributions for success or failure in instrumental music related to predicting intent to continue participating in instrumental music in the future? (3) Do the causal attributions ascribed by students whose self-assessment of their achievement is the same as the teacher's assessment differ from the causal attributions ascribed by students whose self-assessment of achievement is different from the assessment of the teacher?

ISBN: 9780542890062Subjects--Topical Terms:

1017560
Education, Educational Psychology.

The relationship between instrumental music achievement and causal attributions for success and failure.
LDR:03207nam 2200337 a 45 001 974160
005 20110929
008 110929s2006 eng d
020 $a 9780542890062
035 $a (UMI)AAI3235396
035 $a AAI3235396
040 $a UMI $c UMI
100 1 $a Dick, Herbert James. $3 1298104
245 1 4 $a The relationship between instrumental music achievement and causal attributions for success and failure.
300 $a 109 p.
500 $a Advisers: Paul A. Haack; David J. Teachout.
500 $a Source: Dissertation Abstracts International, Volume: 67-09, Section: A, page: 3340.
502 $a Thesis (Ph.D.)--University of Minnesota, 2006.
520 $a The purpose of this study was to examine if there is a relationship between achievement in instrumental music performance and causal attributions for success or failure in music. Research questions included: (1) Is there a difference in the causes to which high and low achieving students attribute success in instrumental music performance? (2) Are the cited causal attributions for success or failure in instrumental music related to predicting intent to continue participating in instrumental music in the future? (3) Do the causal attributions ascribed by students whose self-assessment of their achievement is the same as the teacher's assessment differ from the causal attributions ascribed by students whose self-assessment of achievement is different from the assessment of the teacher?
520 $a The subjects were high school students in grades 9 through 12 who were enrolled in band classes at suburban high schools. Participants were assigned to one of two groups based on their teachers rating their performance achievement level on their instruments as being in the highest or lowest 10%. Surveys were completed by 149 subjects (N =149): 110 from the high achievement group and 39 from the low achievement group.
520 $a Participants rated the degree to which ability/talent, being lucky, playing music that is not too difficult for the subject's age/grade, amount of practice/effort, and strategies used while practicing influence how well they perform on an instrument using a 9-point semantic differential scale. Using a 5-point Likert-type scale, subjects rated their preference to play in band for the rest of their high school years (ninth- and tenth-grade students) or after they finish high school (eleventh- and twelfth-grade students).
520 $a Although significant differences were found for how low and high achievement students rated the influence of talent, luck, playing easy music and effort on musical performance, both achievement groups ranked effort, talent and strategies used for practice as having the greatest influence. No significant correlations were found in terms of a relationship between cited causes and intentions to continue playing an instrument.
590 $a School code: 0130.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Music. $3 1017808
650 4 $a Education, Secondary. $3 539262
690 $a 0522
690 $a 0525
690 $a 0533
710 2 0 $a University of Minnesota. $3 676231
773 0 $t Dissertation Abstracts International $g 67-09A.
790 $a 0130
790 1 0 $a Haack, Paul A., $e advisor
790 1 0 $a Teachout, David J., $e advisor
791 $a Ph.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3235396