Effect of self-listening on self-evaluation accuracy
The purpose of this study was to determine the effect of self-listening on self-evaluation accuracy. Twenty-six undergraduate musicians self-evaluated their individual performances of a musical excerpt. Volunteer participants were randomly assigned to the experimental group or the control group. Te experimental group members listened to the audio playback of their self-recorded performance before self-evaluating, while control group members did not. Both groups read information about self-evaluation before scoring their performances. Participants' self-evaluations were compared to the mean scores of a panel of expert judges to determine the accuracy of the selfevaluations. Te panel of judges listened to the recordings of the individual performances before completing assessments. Te participants and the judges used a researcher-modifed version of the Woodwind Brass Solo Evaluation Form to assess the individual performances. Self-accuracy was calculated as the absolute difference between students' self-scores and the mean of the three judges' scores; a small absolute difference indicated high self-evaluation accuracy. For purposes of data analyses, the 2 groups (self-listening and nonlistening) served as the independent variable, and the total self-evaluation accuracy score served as the dependent variable. A one-way, between subjects ANOVA revealed no main effect for treatment group on total self-evaluation accuracy, F(1, 24) = 3.08, p =.09, η2 =.11.
Bulletin of the Council for Research in Music Education
Summitt, N., & Fisher, R. (2016). Effect of self-listening on self-evaluation accuracy. Bulletin of the Council for Research in Music Education (209), 63-78. https://doi.org/10.5406/bulcouresmusedu.209.0063