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- All Subjects: Songs (High voice) with piano
ContributorsWasbotten, Leia (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-30
Description
Possible selves researchers have uncovered many issues associated with the current possible selves measures. For instance, one of the most famous possible selves measures, Oyserman (2004)'s open-ended possible selves, has proven to be difficult to score reliably and also involves laborious scoring procedures. Therefore, this study was initiated to develop a close-ended measure, called the Persistent Academic Possible Selves Scale for Adolescents (PAPSS), that meets these challenges. The PAPSS integrates possible selves theories (personal and social identities) and educational psychology (self-regulation in social cognitive theory). Four hundred and ninety five junior high and high school students participated in the validation study of the PAPSS. I conducted confirmatory factor analyses (CFA) to compare fit for a baseline model to the hypothesized models using Mplus version 7 (Muthén & Muthén, 2012). A weighted least square means and a variance adjusted (WLSMV) estimation method was used for handling multivariate nonnormality of ordered categorical data. The final PAPSS has validity evidence based on the internal structure. The factor structure is composed of three goal-driven factors, one self-regulated factor that focuses on peers, and four self-regulated factors that emphasize the self. Oyserman (2004)'s open-ended questionnaire was used for exploring the evidence of convergent validity. Many issues regarding Oyserman (2003)'s instructions were found during the coding process of academic plausibility. It was complicated to detect hidden academic possible selves and strategies from non-academic possible selves and strategies. Also, interpersonal related strategies were over weighted in the scoring process compared to interpersonal related academic possible selves. The study results uncovered that all of the academic goal-related factors in the PAPSS are significantly related to academic plausibility in a positive direction. However, self-regulated factors in the PAPSS are not. The correlation results between the self-regulated factors and academic plausibility do not provide the evidence of convergent validity. Theoretical and methodological explanations for the test results are discussed.
ContributorsLee, Ji Eun (Author) / Husman, Jenefer (Thesis advisor) / Green, Samuel (Committee member) / Millsap, Roger (Committee member) / Brem, Sarah (Committee member) / Arizona State University (Publisher)
Created2013
Description
Libby Larsen is one of the most performed and acclaimed composers today. She is a spirited, compelling, and sensitive composer whose music enhances the poetry of America's most prominent authors. Notable among her works are song cycles for soprano based on the poetry of female writers, among them novelist and poet Willa Cather (1873-1947). Larsen has produced two song cycles on works from Cather's substantial output of fiction: one based on Cather's short story, "Eric Hermannson's Soul," titled Margaret Songs: Three Songs from Willa Cather (1996); and later, My Antonia (2000), based on Cather's novel of the same title. In Margaret Songs, Cather's poetry and short stories--specifically the character of Margaret Elliot--combine with Larsen's unique compositional style to create a surprising collaboration. This study explores how Larsen in these songs delves into the emotional and psychological depths of Margaret's character, not fully formed by Cather. It is only through Larsen's music and Cather's poetry that Margaret's journey through self-discovery and love become fully realized. This song cycle is a glimpse through the eyes of two prominent female artists on the societal pressures placed upon Margaret's character, many of which still resonate with women in today's culture. This study examines the work Margaret Songs by discussing Willa Cather, her musical influences, and the conditions surrounding the writing of "Eric Hermannson's Soul." It looks also into Cather's influence on Libby Larsen and the commission leading to Margaret Songs. Finally, a description of the musical, dramatic, and textual content of the songs completes this interpretation of the interactions of Willa Cather, Libby Larsen, and the character of Margaret Elliot.
ContributorsMcLain, Christi Marie (Author) / FitzPatrick, Carole (Thesis advisor) / Dreyfoos, Dale (Committee member) / Holbrook, Amy (Committee member) / Ryan, Russell (Committee member) / Arizona State University (Publisher)
Created2013
Discovering Puerto Rican art song: a research project on four art song works by Héctor Campos Parsi
Description
Puerto Rico has produced many important composers who have contributed to the musical culture of the nation during the last 200 years. However, a considerable amount of their music has proven to be difficult to access and may contain numerous errors. This research project intends to contribute to the accessibility of such music and to encourage similar studies of Puerto Rican music. This study focuses on the music of Héctor Campos Parsi (1922-1998), one of the most prominent composers of the 20th century in Puerto Rico. After an overview of the historical background of music on the island and the biography of the composer, four works from his art song repertoire are given for detailed examination. A product of this study is the first corrected edition of his cycles Canciones de Cielo y Agua, Tres Poemas de Corretjer, Los Paréntesis, and the song Majestad Negra. These compositions date from 1947 to 1959, and reflect both the European and nationalistic writing styles of the composer during this time. Data for these corrections have been obtained from the composer's manuscripts, published and unpublished editions, and published recordings. The corrected scores are ready for publication and a compact disc of this repertoire, performed by soprano Melliangee Pérez and the author, has been recorded to bring to life these revisions. Despite the best intentions of the author, the various copyright issues have yet to be resolved. It is hoped that this document will provide the foundation for a resolution and that these important works will be available for public performance and study in the near future.
ContributorsRodríguez Morales, Luis F., 1980- (Author) / Campbell, Andrew (Thesis advisor) / Buck, Elizabeth (Committee member) / Holbrook, Amy (Committee member) / Kopta, Anne (Committee member) / Ryan, Russell (Committee member) / Arizona State University (Publisher)
Created2013
ContributorsYi, Joyce (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-22
Description
This study investigated the internal factor structure of the English language development Assessment (ELDA) using confirmatory factor analysis. ELDA is an English language proficiency test developed by a consortium of multiple states and is used to identify and reclassify English language learners in kindergarten to grade 12. Scores on item parcels based on the standards tested from the four domains of reading, writing, listening, and speaking were used for the analyses. Five different factor models were tested: a single factor model, a correlated two-factor model, a correlated four-factor model, a second-order factor model and a bifactor model. The results indicate that the four-factor model, second-order model, and bifactor model fit the data well. The four-factor model hypothesized constructs for reading, writing, listening and speaking. The second-order model hypothesized a second-order English language proficiency factor as well as the four lower-order factors of reading, writing, listening and speaking. The bifactor model hypothesized a general English language proficiency factor as well as the four domain specific factors of reading, writing, listening, and speaking. The Chi-square difference tests indicated that the bifactor model best explains the factor structure of the ELDA. The results from this study are consistent with the findings in the literature about the multifactorial nature of language but differ from the conclusion about the factor structures reported in previous studies. The overall proficiency levels on the ELDA gives more weight to the reading and writing sections of the test than the speaking and listening sections. This study has implications on the rules used for determining proficiency levels and recommends the use of conjunctive scoring where all constructs are weighted equally contrary to current practice.
ContributorsKuriakose, Anju Susan (Author) / Macswan, Jeff (Thesis advisor) / Haladyna, Thomas (Thesis advisor) / Thompson, Marilyn (Committee member) / Arizona State University (Publisher)
Created2011
Description
Although the issue of factorial invariance has received increasing attention in the literature, the focus is typically on differences in factor structure across groups that are directly observed, such as those denoted by sex or ethnicity. While establishing factorial invariance across observed groups is a requisite step in making meaningful cross-group comparisons, failure to attend to possible sources of latent class heterogeneity in the form of class-based differences in factor structure has the potential to compromise conclusions with respect to observed groups and may result in misguided attempts at instrument development and theory refinement. The present studies examined the sensitivity of two widely used confirmatory factor analytic model fit indices, the chi-square test of model fit and RMSEA, to latent class differences in factor structure. Two primary questions were addressed. The first of these concerned the impact of latent class differences in factor loadings with respect to model fit in a single sample reflecting a mixture of classes. The second question concerned the impact of latent class differences in configural structure on tests of factorial invariance across observed groups. The results suggest that both indices are highly insensitive to class-based differences in factor loadings. Across sample size conditions, models with medium (0.2) sized loading differences were rejected by the chi-square test of model fit at rates just slightly higher than the nominal .05 rate of rejection that would be expected under a true null hypothesis. While rates of rejection increased somewhat when the magnitude of loading difference increased, even the largest sample size with equal class representation and the most extreme violations of loading invariance only had rejection rates of approximately 60%. RMSEA was also insensitive to class-based differences in factor loadings, with mean values across conditions suggesting a degree of fit that would generally be regarded as exceptionally good in practice. In contrast, both indices were sensitive to class-based differences in configural structure in the context of a multiple group analysis in which each observed group was a mixture of classes. However, preliminary evidence suggests that this sensitivity may contingent on the form of the cross-group model misspecification.
ContributorsBlackwell, Kimberly Carol (Author) / Millsap, Roger E (Thesis advisor) / Aiken, Leona S. (Committee member) / Enders, Craig K. (Committee member) / Mackinnon, David P (Committee member) / Arizona State University (Publisher)
Created2011
ContributorsCummiskey, Hannah (Performer) / Kim, Olga (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-23
ContributorsEvans, Emily (Performer) / Sherrill, Amanda (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-02