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dc.contributor.advisorDell, Charlene E
dc.creatorHutton, Paula Ruth
dc.date.accessioned2019-04-27T21:30:58Z
dc.date.available2019-04-27T21:30:58Z
dc.date.issued2013
dc.identifier99258716302042
dc.identifier.urihttps://hdl.handle.net/11244/318882
dc.description.abstractThe 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?
dc.description.abstractParticipants 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.
dc.format.extent117 pages
dc.format.mediumapplication.pdf
dc.languageen_US
dc.relation.requiresAdobe Acrobat Reader
dc.subjectFeedback (Psychology)
dc.subjectSelf-efficacy
dc.subjectMusic--Psychological aspects
dc.subjectMusical ability--Testing
dc.titleThe Effect of Feedback on Self-Efficacy and Musical Aptitude Scores
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dc.typedocument
dc.thesis.degreePh.D.
ou.groupWeitzenhoffer Family College of Fine Arts::School of Music


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