Predicting Performance Achievement and Retention of Fifth-Grade Instrumental Students
Predicting Performance Achievement and Retention of Fifth-Grade Instrumental Students
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预测五年级器乐学生的表现成绩和保留率
DOI：
10.2307/3344722
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发表时间：
1991
影响因子：
1.4
通讯作者：
Richard E. Klinedinst
中科院分区：
文献类型：
--
作者：
Richard E. Klinedinst
本研究的目的是检验 11 个变量预测演奏成绩、教师对音乐成就和进步的评分以及初级乐器演奏家的保留的能力。该研究涉及 205 名五年级器乐入门学生，包括数据收集、学生指导和成绩评估。在 7 个月的教学结束时，三名独立评委对学生的表现进行评估，获得教师对学生进步的评分，并将学生的保留率制成表格。结果表明，学术能力、阅读成绩和数学成绩与评委和教师对学生成绩的评分关系最为密切。学生的保留率最好通过社会经济地位、音乐自我概念、阅读成绩、数学成绩和学术能力来预测。这五个变量预测保留率的准确度为 97%。
The purpose of this study was to examine the ability of 11 variables to predict performance achievement, teacher rating of musical achievement and progress, and retention of beginning instrumentalists. The study involved 205 fifth-grade beginning instrumental music students and consisted of data collection, student instruction, and achievement assessment. At the conclusion of 7 months of instruction, student performance achievement was evaluated by three independent judges, teacher rating of student progress was obtained, and student retention was tabulated. Results indicate that scholastic ability, reading achievement, and math achievement had the strongest relationship to both adjudicator and teacher ratings of student performance achievement. Student retention was best predicted by socioeconomic status, self-concept in music, reading achievement, math achievement, and scholastic ability. The five variables predicted retention with 97% accuracy.