The Effects of Modeling, Self-Evaluation, and Self-Listening on Junior High Instrumentalists' Music Performance and Practice Attitude
The Effects of Modeling, Self-Evaluation, and Self-Listening on Junior High Instrumentalists' Music Performance and Practice Attitude
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模仿、自评、自听对初中器乐演奏家音乐演奏和练习态度的影响
DOI：
10.2307/3345614
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发表时间：
2001
影响因子：
1.4
通讯作者：
Michael P. Hewitt
中科院分区：
文献类型：
--
作者：
Michael P. Hewitt
本研究旨在探讨模仿、自我评价、自我聆听对国中乐器演奏者音乐表现与练习态度的影响。前测/后测2 × 2 × 2析因设计共涉及82名七年级（n = 36），八年级（n = 31）或九年级（n = 15）的木管乐器，铜管乐器和打击乐器学生。数据表明，在自我评价过程中听模型的参与者比不听模型的参与者在音调，旋律准确性，节奏准确性，解释和整体表现方面的改善更多，但不是语调，技术/发音或克里思。当没有进行自我评价时，建模组在任何性能子区域都没有什么不同。此外，建模的主要影响表明，听模型的组比不听模型的学生在音调，技术/发音，节奏准确性，克里思，解释和整体表现方面的表现更好，但不是语调或旋律准确性。自我倾听或实践态度没有统计学意义的发现。
The purpose of this investigation was to examine the effects that modeling, self-evaluation, and self-listening have on junior high school instrumentalists' music performance and attitude about practice. The pretest/posttest 2 × 2 × 2 factorial design involved a total of 82 woodwind, brass, and percussion students in the seventh (n = 36), eighth (n = 31), or ninth grade (n = 15). Data indicated that participants who listened to a model during self-evaluation improved more than those not listening to a model in the areas of tone, melodic accuracy, rhythmic accuracy, interpretation, and overall performance, but not intonation, technique/articulation, or tempo. When self-evaluation was not undertaken, modeling groups were no different in any performance subarea. Also, the main effects for modeling revealed that groups that listened to a model improved their performance more than did students who did not listen to a model in the areas of tone, technique/articulation, rhythmic accuracy, tempo, interpretation, and overall performance but not intonation or melodic accuracy. No statistically significant findings for self-listening or practice attitude were identified.