The Effects of Conducting and Non -Conducting Contexts on Teacher Self -Evaluation and Musical Error Detection

Abstract

Stepwise multiple regression analysis was used to identify a combination of 5 accuracy of self-evaluation and 2 self-evaluation predictor variables explaining 90% of the variability in total conducting skill. In separate regression analyses, the 5 accuracy of self-evaluation variables, the 2 self-evaluation variables, and 2 error detection variables explained smaller portions of variability (68%, 33%, and 27%, respectively). In comparison, accuracy of self-evaluation, rather than self-evaluation or error detection, offered the greatest assistance in predicting and explaining variability in total conducting skill ( N = 40).