Publication Date

2016-12-12

Availability

Open access

Embargo Period

2016-12-12

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PHD)

Department

Music Education and Music Therapy (Music)

Date of Defense

2016-10-03

First Committee Member

Stephen F. Zdzinski

Second Committee Member

Carlos R. Abril

Third Committee Member

Don D. Coffman

Fourth Committee Member

Corin T. Overland

Fifth Committee Member

Marilyn J. Neff

Abstract

The purpose of this study was to examine the influence of affect, motivation, and classroom environment on creativity of computer-based music compositions. Participants were high school students ages 14 to 18 (N = 146) enrolled in non-traditional computer-based music courses from three schools across two states (k = 3). Surveys on motivation and mood provided the social-psychological data. A survey on classroom environment provided the contextual data. Participants created digital compositions using GarageBand on classroom computers to serve as the creative task. The compositions were rated for originality, craftsmanship, and aesthetic appeal using the Consensual Assessment Technique, which provided the creativity data. Data analysis included Pearson correlation analysis, exploratory factor analysis, maximum likelihood confirmatory factor analysis, and maximum likelihood structural equation modeling. Results of the CFA indicated strong loadings of all observed variables on the proposed latent factors, resulting in good model fit (χ2 = 56.245 (41), p = .06), (RMSEA = .08, p = 0), (TLI = .96), (CFI = .97), (SRMR = .06). Results of the SEM indicated a moderate effect of classroom environment on creativity (β = .14), and of classroom environment on Motivation (β = .17). Motivation had a small but meaningful effect on creativity (β =.08).

Keywords

Creativity; Musical Creativity; Compositional Creativity; Computer-Based; Social-Psychology; Classroom Environment

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