Predicting Collegiate Wind Players’ Practice Efficiency, Flow, and Self-Efficacy for Self-Regulation
An Exploratory Study of Relationships Between Teachers’ Instruction and Students’ Practicing
Bibliographic Data
| ID | 10203136 |
|---|---|
| Authors | Peter Miksza (0000-0002-7365-9207, Indiana University Jacobs School of Music, Bloomington, IN, USA, corresponding author), Leonard Tan (0000-0003-3514-8315, Nanyang Technological University, Singapore) |
| Year | 2015 |
| Volume | 63 |
| Issue | 2 |
| Pages | 162-179 |
| Publication date | 2015-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Music Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4294 • E-ISSN: 1945-0095 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/0022429415583474 |
| OpenAlex | W1867621033 |
| Language | EN |
| Citations received | 39 |
| References cited | 44 |
The purpose of this study was to determine whether students’ practice efficiency, flow during practicing, and self-efficacy for self-regulation varied as a function of their practice tendencies, their tendencies toward self-evaluation, their self-regulatory tendencies to be self-reflective when practicing, tendencies to exhibit grit in their learning, and their teachers’ methods of instruction in practicing. Participants were 52 studio lesson teachers and 241 of their students from 25 large collegiate music programs in the United States. Both the teachers and students represented a diverse range of instruments: flute, oboe, bassoon, clarinet, saxophone, French horn, trumpet, trombone, euphonium, and tuba. The data for this study were self-reports collected via online questionnaires. Findings indicated that of the five predictor variables examined, only two—students’ tendencies to exhibit grit in their learning and their tendencies to be reflective about their practicing—were consistently related to the three outcome variables. Furthermore, all outcome variables were significantly related to one another
Art · Flute · French horn · Grit · Mathematics education · Music education · Oboe · Outcome (game theory · Pedagogy · Self-efficacy · Studio · Visual arts · Applied Psychology · Diverse Music Education Insights · Flow Experience in Various Fields · Grit, Self-Efficacy, and Motivation · Mathematics · Psychology · Social Psychology
Assessing Practice Habits
Instrumental Learning Approaches in Pre-Professional Music Students
Higher music education students’ experiences and management of performance anxiety
An exploration of the practice habits and experiences of professional musicians
Investigating if and how string teachers instruct and support the self-regulation of students’ practice in online lessons
Self-regulation strategies and behaviors in the initial learning of the viola and violin with the support of software for real-time instrumental intonation assessment
Self-regulation of Flow
Building reflective practice
Using a microanalysis intervention to examine shifts in musicians’ self-regulated learning
Music performance anxiety and pre-performance emotions in the light of psychology of emotion and emotion regulation
Music self-efficacy predicted by self-esteem, grit, and (in)formal learning preferences among amateur musicians who use online music tutorials
General Musical Self-Efficacy Scale
“Ngeli”
Does genre make a difference? Classical orchestra/popular band musicians’ motivation, self-efficacy, and practice experiences’ effects on deliberate practice
A meta‐analysis of effects of self‐directed learning in online learning environments
Finnish music class studies and extracurricular playing in promoting grit and sisu, the inner fortitude
Characteristics of expert vocalists’ practice
Self-regulated learning skills of prospective music teachers in Turkey
An exploratory study of pre-college piano students’ practice habits and their teachers’ perceptions in Eastern China
The Role of Playing Musical Instruments in Self‐Perception, Self‐Efficacy, and Social Skills of Early Childhood
Learning flow in educational contexts
The interplay of flow, self-efficacy, learning motivation, and learning outcomes in music education
Emotionality and performance
Flow research in music contexts
Instrumental practice in the contemporary music academy
Can perseverance of effort become maladaptive? Study addiction moderates the relationship between this component of grit and well-being among music academy students
Self-regulated learning processes of advanced musicians
A PRISMA review of research on music practice
Time distortion in student YouTube use
Una nueva narrativa para la práctica instrumental
Collective Efficacy Belief, Within-Group Agreement, and Performance Quality Among Instrumental Chamber Ensembles
Examining Relationships Among Concert Band Directors’ Efficacious Sources, Self-Efficacy for Teaching Strategies, and Effective Teaching Skills
The Impact of Music Practice Instruction on Middle School Band Students’ Independent Practice Behaviors
An Exploratory Study of Music Teachers’ Flow Experiences Between Performing and Teaching Music
Self-Regulated Music Practice
Psychometric Meta-Analysis of the Short Grit Scale Reliability Across Demographic Groups and Academic Settings
Achievement Goals, Implicit Theories, and Intrinsic Motivation
A Cross-Cultural Examination of University Students’ Motivation Toward Band and Academics in Singapore and the United States
From curiosity to competence
Talented teenagers
The Coding Manual for Qualitative Researchers
The Influence of Experience and Deliberate Practice on the Development of Superior Expert Performance
The Role of Self-Efficacy in a Musical Performance Examination
Self-efficacy and music performance
Flow among music teachers and their students
Construct validation of a strategy model of student self-regulated learning.
Attaining Self-Regulation
The role of deliberate practice in the acquisition of expert performance.
Development and Validation of the Short Grit Scale (Grit–S)
Hierarchical linear models
Deliberate Practice Spells Success
Establishing Causality Using Longitudinal Hierarchical Linear Modeling
The Relative Effects of Guided Model, Model Only, Guide Only, and Practice Only Treatments on the Accuracy of Advanced Instrumentalists' Musical Performance
The Development and Experimental Application of Self-Instructional Practice Materials for Beginning Instrumentalists
Effective Practice
Practice Expectations and Attitudes
The Effects of Modeling, Self-Evaluation, and Self-Listening on Junior High Instrumentalists' Music Performance and Practice Attitude
It's Not How Much; It's How
Flow Among Musicians
Procedural Memory Consolidation in the Performance of Brief Keyboard Sequences
Self-Motivation for Academic Attainment
Grit
The role of practice in the development of performing musicians
Quantity and quality of musical practice as predictors of performance quality
| Unique citing works | 39 |
|---|---|
| Citations per year | 4,33 |
| Citation span | 2017 - 2026 (10) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 38 |