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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