Instrumental practice in the contemporary music academy
A three-phase cycle of Self-Regulated Learning in music students
Bibliographic Data
| ID | 20407604 |
|---|---|
| Authors | Johannes Lunde Hatfield (0000-0002-1795-8309, Norwegian Academy of Music, corresponding author), Hallgeir Halvari (0000-0003-3425-3682, Norwegian School of Sport Sciences), Pierre‐Nicolas Lemyre (0000-0002-0664-4187, Norwegian School of Sport Sciences), Pierre-Nicolas Lemyre (Norwegian School of Sport Sciences) |
| Year | 2017 |
| Volume | 21 |
| Issue | 3 |
| Pages | 316-337 |
| Publication date | 2017-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Musicae Scientiae (JOURNAL) |
| Journal identifiers | ISSN: 1029-8649 • E-ISSN: 2045-4147 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/1029864916658342 |
| OpenAlex | W2468925363 |
| Language | EN |
| Citations received | 20 |
| References cited | 53 |
The purpose of the present study was to test an adapted model of self-regulated learning (Zimmerman, 1989) in the context of higher music education (n = 204). The following four hypotheses were tested: 1) Forethought phase constructs such as goal setting, self-efficacy, and time management were hypothesized to positively predict the use of psychological skills (i.e., self-observation, arousal-regulation, imagery, concentration, and self-control); 2) The use of psychological skills was expected to predict self-reflection phase constructs such as coping and perception of progress; 3) The links from the forethought phase to the reflection phase of the model were predicted to be indirect through psychological skills; 4) Self-reflection phase constructs were expected to positively predict forethought phase constructs. Applying Structural Equation Modeling, hypotheses 1 and 2 were partly supported. Regarding hypothesis 3, goal setting was indirectly positively linked to coping and perception of progress through self-observation and self-control. Self-efficacy was indirectly positively linked to coping through arousal-regulation. A follow-up multiple regression analysis was conducted in regard to hypothesis 4. The self-reflection phase constructs positively predicted forethought phase activities. Moreover, the study verified adaptive cyclical learning in the music students who were self-regulated learners
Cognitive psychology · Developmental psychology · Perception · Self-control · Self-efficacy · Self-Reflection · Structural equation modeling · Clinical Psychology · Computer Science · Creativity in Education and Neuroscience · Diverse Music Education Insights · Perfectionism, Procrastination, Anxiety Studies · Psychology · Social Psychology
Student Centered Learning-Comprehensive Musicianship Through Performance Dalam Pembelajaran Orkestra
La autoevaluación como herramienta formativa en recitales de música de cámara
Competitiveness and performance anxiety as predictors of performance success and intent to quit playing
The instrumental practice goal realization inventory
From practising to practice; towards a practice model for self-regulated learning
Teaching to practice productively and consciously
Practice and performance management strategies of emerging professional musicians in preparation for orchestra auditions
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
Determinants of motivation in world-class musicians and Olympic athletes
Development and Validation of the Self-Regulated Learning in Music Practice Self-Report Scale (SRL-MP-SRS)
The support of autonomy, motivation, and music practice in university music students
Music education students’ intrinsic and extrinsic motivation
Music majors’ self-regulated learning (SRL) of music practice in China
The Relationships Among Music Performance Anxiety, Personality Traits, and Self-Regulated Learning in the Music Practice of Adolescent Performers
Self-regulated learning processes of advanced musicians
Function of private singing in instrumental music learning
Psychological interventions for the self-regulated enhancement of music performance
Video feedback and the choice of strategies of college-level guitarists during individual practice
Digital Listening Tools to Facilitate Children’s Self-Regulation of Instrumental Music Practice
Relationships Between Self-Regulated Learning, Big Five Personality Traits, and Amount of Instrument Practice
Toward a theory of task motivation and incentives
What are the most effective techniques in changing obese individuals’ physical activity self-efficacy and behaviour
Effect of self-efficacy, goals, and task strategies on task performance.
A social cognitive view of self-regulated academic learning.
Goal Setting and Self-Efficacy During Self-Regulated Learning
An attributional theory of achievement motivation and emotion.
Cutoff criteria for fit indexes in covariance structure analysis
The role of deliberate practice in the acquisition of expert performance.
Foundations of behavioral research
Self-Regulation Interventions And The Development Of Music Expertise
The Application of Electronic Computers to Factor Analysis
Self-efficacy
Structural equation modeling in practice
Predicting Collegiate Wind Players’ Practice Efficiency, Flow, and Self-Efficacy for Self-Regulation
Self-Efficacy, Self-Evaluation, and Music Performance of Secondary-Level Band Students
Self-Motivation for Academic Attainment
Impact of Self-Regulatory Influences on Writing Course Attainment
Self-efficacy mechanism in human agency
Building a practically useful theory of goal setting and task motivation
The role of practice in the development of performing musicians
Becoming a Self-Regulated Learner
Goal setting and task performance
| Unique citing works | 20 |
|---|---|
| Citations per year | 2,86 |
| Citation span | 2019 - 2026 (8) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 19 |