Educational Psychology

Download Advances in Social-Psychology and Music Education Research by Patrice Madura Ward-Steinman PDF

By Patrice Madura Ward-Steinman

This festschrift honors the profession of Charles P. Schmidt at the celebration of his retirement from the Indiana college Jacobs tuition of song. His major study concentration has been the social-psychology of tune schooling, together with the subtopics of motivation in song studying, utilized tune instructing behaviors, and character and cognitive types in tune educating and studying. each one bankruptcy during this quantity acknowledges the impression of Schmidt as a researcher, a study reviewer, and a examine mentor, and contributes to the development of the social-psychological version and to investigate criteria in track schooling. those subject matters are built by way of a beautiful forged of tune schooling students, together with Hal Abeles, Don Coffman, Mary Cohen, Robert Duke, Patricia plant life, Donna Fox, Victor Fung, Joyce Gromko, Jere Humphreys, Estelle Jorgensen, Anthony Kemp, Barbara Lewis, Clifford Madsen, Lissa could, Peter Miksza, Rudolf Rudocy, Joanne Rutkowski, Wendy Sims, Keith Thompson, Kevin Watson, and Stephen Zdzinski. Their writings are awarded in 3 sections: Social-Psychological Advances in song schooling, Social Environments for song schooling, and Advancing potent examine in tune schooling. This assortment, edited by way of Patrice Madura Ward-Steinman, will end up beneficial for college students and school looking for very important study questions and types of analysis excellence.

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1994) broadly define their second personality cell as attitudes, beliefs, and values. In the music adaptation, it would follow that subjects’ attitudes toward music should supplement the constructs of self-efficacy and self-concept. 10 SOCIAL-PSYCHOLOGY AND MUSIC EDUCATION RESEARCH Attitudes and beliefs about music as well as the musical self would be incorporated. Thus, affective and cognitive musical processes are viewed as mutually related. Musical ability and preference have been linked in LeBlanc’s (1987) theoretical model, and a moderately strong relation between the two variables has been shown in at least one study (Hicken, 1991).

In addition to rapport, Abeles (1975), in his efforts to evaluate applied studio instructors, identified several other factors including what he labels Instructional Skill, Instructional Systemization, and Musical Knowledge. These factors were Designing Effective Music Studio Instruction 23 defined by identifying general descriptive statements characterizing them. Some factors of an Applied Faculty Student Evaluation Scale are presented here: • Instructional Skill –– His/her explanations are clear and concise.

In every study cited, FI related to better performance and this relation was stronger for those tasks requiring greater analysis, restructuring, and problem-solving abilities. 7 Only one study (Asmus & Harrison, 1990) has examined attribution theory as it relates to musical task performance, and in that case, no significant relation was found. Locus of control (LOC)8 is related to attribution theory and may function in musical ability. Kornicke (1995) found external LOC (attributions due to luck, chance, or powerful others) to be a significant predictor of high sight-reading scores among advanced 7 Attribution theories of motivation describe how the individual’s explanations, justifications, and excuses influence motivation along three dimensions: internal or external, stable or unstable, controllable or uncontrollable.

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