The creation of a model to predict jazz improvisation achievement

Date of Award




Degree Name

Doctor of Philosophy (Ph.D.)


Music Education

First Committee Member

Stephen F. Zdzinski, Committee Chair


The primary purpose of this study was to create a model to predict jazz improvisation achievement. The dependent variable was defined as jazz improvisation achievement and the independent variables were defined as: (a) self-assessment, (b) self-efficacy, (c) motivation, (d) jazz theory knowledge, (e) time spent practicing, (f) music aptitude, (g) academic achievement, (h) sight-reading ability, and (i) listening experience. A sample of high school students (N = 102) in grades 9 through 12 were chosen from 3 high schools in south Florida and 4 high schools in southeast Michigan.Results of the simultaneous multiple regression analysis revealed the nine independent variables combined to account for 50% of the variance in jazz improvisation achievement. Accordingly, the overall multiple regression was statistically significant, R2 = .502, F(9,92) = 10.29, p < .001. Further results of the regression analysis indicated that self-assessment (p < .005) and jazz theory knowledge (p < .001) were the only statistically significant variables.Results of the initial path analysis did not fit the data very well (chi 2 = 35.94, df = 16, p < .003). In order to achieve adequate fit, all non-significant paths were eliminated. Results of the final model revealed an adequate fit between theory and data (chi2 = 10.67, df = 11, p < .471), indicating that a model to predict jazz improvisation achievement can be created and statistically tested.


Education, Music

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