The Effect of Feedback on Self-Efficacy and Musical Aptitude Scores
Abstract
The purpose of this study was to investigate the effect of positive and negative feedback on musical aptitude test performance and self-efficacy for musical aptitude test performance. Four research questions were addressed: 1) Would there be statistically significant differences between the scores of partici-pants who have received positive and negative feedback? 2) What would be the interaction effect of feedback and gender on these differences? 3) What would be the interaction effect of feedback and major on these differences? 4) What would be the effect of feedback on participants' self-efficacy for performing on a musical aptitude test? Participants were 222 university students from two universities in the Central Southwestern United States, one state university and one private university. Edwin Gordon's Advanced Measures of Music Audiation (AMMA) was used as a pretest and posttest. Participants also answered a researcher-designed self-efficacy scale. MANOVA results indicated that feedback did not have a significant effect on the AMMA posttest. However, feedback had a significant effect (p < .0001) on self-efficacy levels, with a greater effect on music majors than on non-music majors.
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