Charles R. CiorbaBrian E. Russell2016-01-142016-03-302016-01-142016-03-302014-10-01Ciorba, C. R., & Russell, B. E. (2014). A Proposed Model of Jazz Theory Knowledge Acquisition. Journal of Research in Music Education, 62(3), 291-301. doi: 10.1177/0022429414542979http://hdl.handle.net/11244/24877The 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 .92 to .94. Confirmatory factor analyses of the motivation (standardized root mean square residual [SRMR] = .067) and jazz theory (SRMR = .063) measures indicated a good fit of the predicted model to the observed data. Results of the latent path model indicated good fit (χ2 = 20.08, p = .692, df = 24, N = 102) and large, positive, and statistically significant direct effects of motivation (β = 0.65) and academic achievement (β = 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.en-USjazz theory knowledgemotivationacademic achievementpath analysistheoretical modelResearch Article10.1177/0022429414542979false