The purpose of this investigation was to examine the effects that modeling, self-evaluation, and self-listening have on junior high school instrumentalists' music performance and attitude about practice. The pretest/posttest 2 × 2 × 2 factorial design involved a total of 82 woodwind, brass, and percussion students in the seventh (n = 36), eighth (n = 31), or ninth grade (n = 15). Data indicated that participants who listened to a model during self-evaluation improved more than those not listening to a model in the areas of tone, melodic accuracy, rhythmic accuracy, interpretation, and overall performance, but not intonation, technique/articulation, or tempo. When self-evaluation was not undertaken, modeling groups were no different in any performance subarea. Also, the main effects for modeling revealed that groups that listened to a model improved their performance more than did students who did not listen to a model in the areas of tone, technique/articulation, rhythmic accuracy, tempo, interpretation, and overall performance but not intonation or melodic accuracy. No statistically significant findings for self-listening or practice attitude were identified.
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