Journal of Research in Music Education最新文献_第8页

Adaptation of a Self-Regulated Practice Behavior Scale for Chinese Music Majors 中国音乐专业学生自律练习行为量表的编制

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2023-01-16 DOI: 10.1177/00224294221147008

Chunxiao Zhang, J. L. Y. Kwan, B. Leung

{"title":"Adaptation of a Self-Regulated Practice Behavior Scale for Chinese Music Majors","authors":"Chunxiao Zhang, J. L. Y. Kwan, B. Leung","doi":"10.1177/00224294221147008","DOIUrl":"https://doi.org/10.1177/00224294221147008","url":null,"abstract":"In this study, we evaluated the validity and reliability of a Chinese adaptation of the Self-Regulated Practice Behavior (SRPB) scale developed by Miksza. Tasks included supplementing, altering, and translating items to create a viable adaptation for Chinese music majors and evaluating the construct validity and reliability of the Chinese-adapted Self-Regulated Practice Behavior (C-SRPB) scale. Confirmatory factor analysis and exploratory structural equation modeling (ESEM) were used to analyze responses provided by Chinese music majors (N = 880) from various music conservatories and universities. Results indicated that an adjusted six-factor ESEM model was the best fit to the data. Internal consistency reliability coefficients for the subscales ranged from good to excellent (αs = .77–.86). Significant correlations between six subscales of C-SRPB and practice habits (i.e., daily duration, self-rated efficiency, and percentage of time spent on informal practice) provided criterion validity evidence. Overall, the findings suggested that the C-SRPB is a valid and reliable tool for measuring the self-regulated music practice of music majors in China. The results also suggest that music majors’ understanding of self-regulated practice vary according to individualistic and collectivist culture contexts.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"71 1","pages":"343 - 365"},"PeriodicalIF":1.4,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41736772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Examining Ensemble Requirements for Music Education Majors 考察音乐教育专业合奏要求

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2023-01-13 DOI: 10.1177/00224294221144254

S. Hill, Marshall Haning, Dennis P. Giotta, Briana Nannen, Jocelyn Stevens Prendergast, Amy Spears, Elizabeth Tracy, Jill Wilson

{"title":"Examining Ensemble Requirements for Music Education Majors","authors":"S. Hill, Marshall Haning, Dennis P. Giotta, Briana Nannen, Jocelyn Stevens Prendergast, Amy Spears, Elizabeth Tracy, Jill Wilson","doi":"10.1177/00224294221144254","DOIUrl":"https://doi.org/10.1177/00224294221144254","url":null,"abstract":"To better understand existing ensemble requirements for music education majors at U.S. institutions, we conducted a content analysis of ensemble requirements for 1,021 degree programs at 465 colleges and universities accredited by the National Association of Schools of Music (NASM). The mean number of ensemble credits required for each degree program was 7.25 (SD = 2.89), and the mean number of semester enrollments required was 7.86 (SD = 1.95). There were significant differences between degree types (e.g., instrumental-focused, choral-focused) in terms of total ensemble credits required and number and kind of subrequirements (e.g., chamber or small ensemble). A majority of programs did not contain specific subrequirements beyond traditional large ensembles, suggesting that many students may not undertake the varied complement of ensemble experiences called for in the NASM standards. By continuing to diversify ensemble offerings and encouraging or requiring students in all degree specializations to develop their musicianship through a variety of ensemble experiences, music programs may be able to make valuable ensemble experiences even more beneficial for undergraduate music education students.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"71 1","pages":"174 - 187"},"PeriodicalIF":1.4,"publicationDate":"2023-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46992726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Introduction to the Senior Researcher Award Acceptance Address 高级研究员奖获奖感言

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2023-01-05 DOI: 10.1177/00224294221143069

Carlos R. Abril

引用次数: 0

Effects of Score Study and Conducting Gesture on Collegiate Musicians’ Ability to Detect Errors in a Choral Score 乐谱研究和指挥手势对大学生合唱乐谱错误检测能力的影响

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2023-01-01 DOI: 10.1177/00224294221090432

M. Montemayor, Jessica Nápoles, B. Silvey, Lia Wiese

引用次数: 2

About Crows and Nightingales: Which Factors Predict Vocal Abilities in Elementary School Children? 关于乌鸦和夜莺:哪些因素可以预测小学生的发声能力?

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2022-11-23 DOI: 10.1177/00224294221134571

Zyxcban G. Wolfs, H. Boshuizen, S. Brand‐Gruwel

{"title":"About Crows and Nightingales: Which Factors Predict Vocal Abilities in Elementary School Children?","authors":"Zyxcban G. Wolfs, H. Boshuizen, S. Brand‐Gruwel","doi":"10.1177/00224294221134571","DOIUrl":"https://doi.org/10.1177/00224294221134571","url":null,"abstract":"In this study, we explored associations between perception of musical features (pitch, tonality, timing, timbre, and loudness), vocal abilities (singing accuracy, melodic achievement, and rhythmic performance), and cognitive levels (reading accuracy and comprehension, grammar, and math) among children ages 6 to 12. Musical perception abilities were measured using the Implicit Tonal Ability Test. Vocal abilities were measured using the Vocal Musical Ability Test. Cognitive levels were measured using standardized Dutch performance tests on academic skills. We investigated which factors (age, gender, cognitive levels, school type, music perception abilities, and participation in music education) predict vocal abilities and how these abilities differed by age. Results showed that singing accuracy was best predicted by gender, math level, and music perception abilities. Melodic achievement was best predicted by age, school type, math level, and music perception abilities. Rhythmic performance was best predicted by age, instrumental music education, and music perception abilities. Regardless of their age, differences in singing abilities between children were large. We advise teachers to provide activities in which repetition and prediction of patterns, scales, all intervals, and intonation are practiced, including transposing melodies and repeating rhythmic patterns.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"71 1","pages":"188 - 207"},"PeriodicalIF":1.4,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44241413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Music Teacher Role Stress: A Structural Equation Model 音乐教师角色压力:一个结构方程模型

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2022-11-07 DOI: 10.1177/00224294221134538

Seth A. Taft

{"title":"Music Teacher Role Stress: A Structural Equation Model","authors":"Seth A. Taft","doi":"10.1177/00224294221134538","DOIUrl":"https://doi.org/10.1177/00224294221134538","url":null,"abstract":"Teaching music can be very stressful. The music education literature includes investigations of sources of stress and suggestions for stress relief, although it lacks a consistent underlying conceptual framework for stress. Role stress—a framework for understanding stress related to workplace dynamics—has the potential to provide structure while accounting for the nuance and complexity of organizations. The purpose of this study was to adapt and develop psychometrically sound questionnaires and then collect data to test a model to determine relationships among role stressors, role stress, and other variables of interest. Participants (N = 1,576) responded to items related to six hypothesized role stressors, specialization and teaching loads, holding multiple jobs, years taught, job satisfaction, organizational commitment, and intent to leave the current job. I analyzed the data using descriptive statistics, factor analysis, and structural equation modeling. Key findings included (a) strong relationships among role stress and negative occupational outcomes, (b) confirmation of four known role stressors but nonseparation of role conflict and role ambiguity in statistical models, and (c) weak relationships between role stress and model covariates (years teaching, within-specialization teaching, and having multiple jobs). These results have implications for current and prospective secondary music teachers, music teacher educators, and school administrators.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"71 1","pages":"264 - 282"},"PeriodicalIF":1.4,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49112452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

A View From the Inside: Ensemble Directors’ Perspectives on Standards-Based Instruction 从内部看:合奏导演对标准化教学的看法

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2022-10-03 DOI: 10.1177/00224294221126681

Kristin Harney, J. L. Greene, H. Katz-Cote, K. Mulcahy, L. Stanley

{"title":"A View From the Inside: Ensemble Directors’ Perspectives on Standards-Based Instruction","authors":"Kristin Harney, J. L. Greene, H. Katz-Cote, K. Mulcahy, L. Stanley","doi":"10.1177/00224294221126681","DOIUrl":"https://doi.org/10.1177/00224294221126681","url":null,"abstract":"In this mixed-methods study, we explored perspectives of ensemble directors (N = 306) regarding standards-based instruction and circumstances impacting standards-based instruction in the areas of creating, performing, responding, and connecting. Our research was modeled on Byo’s (1999) examination of teacher perceptions of the implementation of the 1994 music standards. We conducted an initial survey and completed follow-up interviews. Every participant indicated familiarity with the National Core Arts Standards, with many reporting that they regularly addressed standards in their teaching. The anchor standards related to performing were most commonly incorporated, whereas those related to creating and connecting were the least commonly addressed. Teachers shared strategies that promoted standards-based instruction and described barriers that prevented them from fully incorporating standards-based instruction. There is a need for ongoing professional development for in-service teachers, dedicated planning time, and realistic expectations related to the creating, responding, and connecting standards in performing ensembles.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"71 1","pages":"155 - 173"},"PeriodicalIF":1.4,"publicationDate":"2022-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44783296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Burnout and Perceived Agency Among Texas Choir Teachers 得克萨斯州合唱团教师的倦怠与代理意识

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2022-09-29 DOI: 10.1177/00224294221126889

Jessica Nápoles, Jamey Kelley, Thomas J. Rinn

{"title":"Burnout and Perceived Agency Among Texas Choir Teachers","authors":"Jessica Nápoles, Jamey Kelley, Thomas J. Rinn","doi":"10.1177/00224294221126889","DOIUrl":"https://doi.org/10.1177/00224294221126889","url":null,"abstract":"The purpose of this exploratory study was to examine variables that contribute to burnout among Texas choral teachers. Specific research questions included: (1) What demographic variables predict burnout in Texas choir teachers? and (2) How do perceptions of teacher agency impact Texas choir teachers’ experience of burnout? After providing demographic information, participants (N = 151) completed a researcher-designed questionnaire assessing perceived teacher agency and the Maslach Burnout Inventory. We conducted three multiple regression analyses for each of the three dimensions of burnout: emotional exhaustion, depersonalization, and personal accomplishment. Four variables (perceived teacher agency, teaching at a Title 1 school, years of teaching experience, and outside employment work hours) significantly predicted emotional exhaustion. Perceived teacher agency, gender, teaching at a Title 1 school, and years of teaching experience significantly predicted depersonalization. Perceived teacher agency and years of teaching experience significantly predicted personal accomplishment. When perceived teacher agency was lower, teachers experienced greater emotional exhaustion, more depersonalization, and reduced personal accomplishment. Women experienced more depersonalization compared to men, and teachers who taught at Title 1 schools reported more emotional exhaustion and depersonalization. Years of teaching experience correlated negatively with emotional exhaustion and depersonalization but positively with personal accomplishment.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"71 1","pages":"283 - 296"},"PeriodicalIF":1.4,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44234547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Relationships Between Self-Regulated Learning, Big Five Personality Traits, and Amount of Instrument Practice 自主学习、五大人格特质与乐器练习量的关系

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2022-09-21 DOI: 10.1177/00224294221125183

Sabahat Burak, Oğuzhan Atabek

{"title":"Relationships Between Self-Regulated Learning, Big Five Personality Traits, and Amount of Instrument Practice","authors":"Sabahat Burak, Oğuzhan Atabek","doi":"10.1177/00224294221125183","DOIUrl":"https://doi.org/10.1177/00224294221125183","url":null,"abstract":"The purpose of this research was to investigate the potential relationships between self-regulated learning with regard to instrument practice, amount of instrument practice time, and Big Five personality traits. Participants were 172 preservice teachers enrolled in music teaching undergraduate programs of three universities in Turkey. Data were collected via a demographics questionnaire, musical behaviors questionnaire, the Big Five Inventory (BFI), and the Self-Regulated Learning in Instrument Practice Scale (SRLIPS). BFI includes neuroticism, extraversion, openness, agreeableness, and conscientiousness dimensions, and SRLIPS has forethought, performance, and self-reflection dimensions. The results revealed that preservice music teachers’ last exam grade and daily practice hours on their main instrument and SRLIPS scores did not differ significantly by their year of study. Participants’ last exam grades correlated significantly with their scores on the dimensions of conscientiousness, forethought, performance, and self-reflection. Daily practice hours correlated with the dimensions of conscientiousness, forethought, and performance. Years of playing the main instrument correlated significantly with performance dimension. Moreover, each SRLIPS dimension correlated significantly with each dimension in the BFI. Regression analyses revealed that forethought and self-reflection were predicted by conscientiousness and performance scores were explained by openness. Finally, last exam grade was predicted by forethought and conscientiousness dimensions.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"71 1","pages":"208 - 228"},"PeriodicalIF":1.4,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47820618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Who Takes Music With Them When They Transition to High School? 当他们升入高中时，谁会带上音乐？

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2022-09-13 DOI: 10.1177/00224294221121053

Tevis L. Tucker, A. Winsler

{"title":"Who Takes Music With Them When They Transition to High School?","authors":"Tevis L. Tucker, A. Winsler","doi":"10.1177/00224294221121053","DOIUrl":"https://doi.org/10.1177/00224294221121053","url":null,"abstract":"According to music educators, persistence beyond a student’s initial enrollment in middle and high school music is a problem; however, there has been little research to substantiate this claim. Although several recent large-scale, longitudinal studies of initial selection into music classes have been conducted, longitudinal studies on who persists (vs. quits) in music—especially from middle to high school—are overdue. We prospectively followed a large (n = 3,393), ethnically diverse (62% Hispanic, 29% Black), predominately low-income (77% free/reduced-price lunch) sample of eighth-grade middle school music students to high school (ninth grade) to understand predictors of persistence. Overall, only 24.5% of students taking a music elective in eighth grade continued to do so in ninth grade (band = 20.4%, chorus = 21.8%, guitar = 12.3%, orchestra = 20.4%). Initially more academically competent students (higher eighth-grade grade point average and reading and math scores) and students with disabilities were more likely to persist with music from eighth to ninth grade. Predictors varied somewhat by music type. A multigroup analysis showed moderation across music types with respect to the effect of gender, gifted status, and math on music persistence (e.g., high math scores predict band but did not predict other music-type persistence). Implications for music educators and researchers are discussed.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"71 1","pages":"22 - 48"},"PeriodicalIF":1.4,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47698728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2