Abstract
The purpose of this study was to test a hypothesized model that proposes a causal relationship between motivation and academic achievement on the acquisition of jazz theory knowledge. A reliability analysis of the latent variables ranged from.92 to.94. Confirmatory factor analyses of the motivation (standardized root mean square residual [SRMR] =.067) and jazz theory (SRMR =.063) measures indicated a good fit of the predicted model to the observed data. Results of the latent path model indicated good fit (χ2 = 20.08, p =.692, df = 24, N = 102) and large, positive, and statistically significant direct effects of motivation (Π= 0.65) and academic achievement (Π= 0.56) on jazz theory knowledge acquisition. The successful identification of this proposed model lends enough support for continued investigation into the process surrounding the acquisition of jazz theory knowledge.
Original language | English (US) |
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Pages (from-to) | 291-301 |
Number of pages | 11 |
Journal | Journal of Research in Music Education |
Volume | 62 |
Issue number | 3 |
DOIs | |
State | Published - Oct 1 2014 |
Externally published | Yes |
Keywords
- academic achievement
- jazz theory knowledge
- motivation
- path analysis
- theoretical model
ASJC Scopus subject areas
- Education
- Music