The effects of self-evaluation techniques on the musical performance, self-evaluation accuracy, motivation, and self-esteem of middle school instrumental music students

The purpose of this study was to examine the effects of incrementally increased levels of student self-evaluation involvement, in conjunction with developmental level and time, on dependent measures of performance, self-evaluation accuracy, motivation, and self-esteem. Eighty-four seventh- and eighth-grade instrumental music students were randomly assigned to either a teacher-only, teacher-driven, student-driven, or student-only evaluation mode. Subjects prepared one page of teacher-selected music over an eight-week period. Subjects also self-selected one page of music that best represented their perceived performance level.;Pretest, midtest, and posttest data were obtained for two performance measures of teacher-selected music (external-evaluation, self-evaluation), one measure of self-evaluation accuracy, and one measure of self-evaluation critical commentary. Pretest and posttest data were obtained for one measure of intrinsic interest and one measure of self-esteem. Posttest treatment data were obtained for two performance measures of student-selected music (external-evaluation, self-evaluation), one measure of self-evaluation accuracy, and one measure of continuing motivation for self-evaluation.;Split-plot analyses of variance (ANOVA) for teacher-selected music revealed that self-evaluation ratings in the student-driven evaluation mode were significantly lower than in the teacher-only evaluation mode (p ;Medium high positive correlations were found between external- and self-evaluation ratings for teacher-selected music. Medium positive correlations were found between external-and self-evaluation ratings for student-selected music. Students' preference for evaluation condition was not significantly related to their evaluation mode.