Thesis (doctoral)--Westfälische Wilhelms-Universität zu Münster, 1982. / Vita. Discography: p. 273. Includes bibliographical references (p. 274-286) and index.

Thesis (doctoral)--Westfälische Wilhelms-Universität zu Münster, 1982. / Vita. Discography: p. 273. Includes bibliographical references (p. 274-286) and index.

Thesis (M.M.)--University of Michigan, 2005.

Thesis (M.M.)--University of Michigan, 2005.

Thesis (M.A.)--University of Akron, School of Dance, Theatre, and Arts Administration, 2007. / "December, 2007." Title from electronic thesis title page (viewed 02/22/2008) Advisor, Durand L. Pope; Committee members, Guy Victor Bordo, Brooks Toliver; School Director, Neil Sapienza; Dean of the College, James M. Lynn; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

Thesis (Ed.D.)--Teachers College, Columbia University, 1968. / Typescript; issued also on microfilm. Sponsor: Gladys Tipton. Dissertation Committee: Richard Kraus. Includes bibliographical references.

Thesis (Ph. D.)--Columbia University, 1931. / Vita. Published also without thesis note. "The orchestral score of Lincoln school symphony no. 3": p. 125-210. Bibliography: p. 218.

Thesis (Ph. D.)--Columbia University, 1931. / Vita. Published also without thesis note. "The orchestral score of Lincoln school symphony no. 3": p. 125-210. Bibliography: p. 218.

The purpose of this study was twofold; to investigate the relationships between the musical development of two- and three-year-old girls and their mothers' musical backgrounds and the music in their home environments; and to investigate the significance of the differences in the musical development of two- and three-year-old girls with reference to their socio-economic status (SES) and ethnicity. The relationships between the musical development of all subjects and music in the home environment were positive, rendering correlation coefficients that were statistically significant. These statistical inferences indicated that the musical home environment (the product of the mother, the father, and other adults, and the availability of musical items and activities) has the strongest relationship to the musical development of the young child. This influence begins before the age of two and continues during the third year. It was also hypothesized that there would be a significant difference in the musical development of the two- and three- year- old girls with reference to SES and ethnicity. Analysis of variance was employed to ascertain these differences. The subjects remained in age groups and were statistically regrouped by SES and ethnicity for these analyses. From the inferences rendered by these analyses, neither SES nor ethnicity made statistically significant differences in the musical development of these young girls.

Music performance anxiety is an issue that affects musicians at all levels but can begin in early adolescence. The researcher investigated three variables and their ability to predict music performance anxiety: catastrophization, self-regulation, and goal-setting style. Catastrophization is a negative thought that amplifies perceived criticism. Self-regulation is a metacognitive skill that allows students to plan strategies and evaluate learning. Goal-setting style refers to a student's framework when establishing learning objectives – whether they are focused on mastering the subject matter, or only trying to avoid being the worst in the class. A sample of adolescent wind musicians (n = 68) were administered four self-reporting measures for the predictor variables and music performance anxiety. Catastrophization, self-regulation, and goal-setting style were all statistically significant in predictor music performance anxiety, with catastrophization alone explaining 69% of the variance in the predictor variable. Overall, the whole model was able to explain 46% of the variance in music performance anxiety.