A Longitudinal Study of Self-regulation in Children's Musical Practice

McPherson, Gary E.; Renwick, James

doi:10.1080/14613800120089232

Cited by 204 publications

(270 citation statements)

References 19 publications

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Section: Literaturementioning

confidence: 99%

“…Self-regulation is especially important for effective practice of musical instruments (Bartolome, 2009;McPherson & Renwick, 2001;2011). Less-skilled musicians have not developed the self-regulatory habits of advanced musicians (McPherson & Zimmerman, 2011;Nielsen, 2001;Oare, 2011) and often do not know how to structure their practices between lessons (McPherson & Renwick, 2001;2011). McPherson and Zimmerman (2002) name six student characteristics that support self-regulated learning in music: (a) Students are motivated to set goals; (b) students possess methods to practice on their own; (c) students plan and manage their time; (d) students self-monitor and evaluate their performance behaviour; (e) Students structure physical environments for optimal learning; and (f) students use social connections to seek help.…”

Section: Literaturementioning

confidence: 99%

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Enhancing Music Learning With Digital Tools: A Case Study of a Student Using iSCORE

Upitis¹,

Brook²,

Abrami³

2014

JLAS

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iSCORE is a digital tool, available without charge, which was designed for students who take lessons from independent music teachers. One of the challenges of this learning format is that students must develop strategies to practice on their own between lessons. iSCORE can help meet that challenge by supporting students as they develop strategies for self-regulation to enhance their goal-setting, practice strategies, and abilities to reflect and critique their progress. This paper describes a case study of a 15-year-old pianist who learned to play a difficult piece of repertoire by using iSCORE to archive and compare performances, develop strategies, and reflect on his learning.

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Section: Literaturementioning

confidence: 99%

Section: Literaturementioning

confidence: 99%

Enhancing Music Learning With Digital Tools: A Case Study of a Student Using iSCORE

Upitis¹,

Brook²,

Abrami³

2014

JLAS

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“…In addition to performance differences, practice strategies vary between expert and novice musicians, with novices demonstrating less well-defined practice strategies than the organized study techniques experts routinely employ (Ericsson et al, 1993;McPherson & Renwick, 2001). For example, McPherson and Renwick's (2001) longitudinal analysis of young students' practice found that over 90% of novice practice time consisted of playing straight through a piece once or twice without consideration of the deliberate practice techniques routinely utilized by experts.…”

mentioning

confidence: 99%

“…For example, McPherson and Renwick's (2001) longitudinal analysis of young students' practice found that over 90% of novice practice time consisted of playing straight through a piece once or twice without consideration of the deliberate practice techniques routinely utilized by experts. Hallam (2001a) also found this strategy to be most common in beginners.…”

mentioning

confidence: 99%

“…Although research has delineated these important differences in metacognition and learning, the potential impact of pushing novice students to adopt a metacognitive approach has not been fully explored. A number of researchers have suggested implementing the use of reflective practices when teaching students and encouraging metacognitive thinking to enable them to consciously consider their approach and evaluate its success (Barry & Hallam, 2002;Hallam, 2001aHallam, , 2001bMcPherson, 2005;McPherson & Renwick, 2001;Parncutt & McPherson, 2002). Teaching students to ask questions, explain their processes, and reflect on performance may increase their quality of playing, study habits, and their ability to transfer their learning across a variety of musical pieces (Pintrich, 2002).…”

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confidence: 99%

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Thoughts on Thinking: Engaging Novice Music Students in Metacognition

Bathgate

Sims‐Knight

Schunn

2011

Applied Cognitive Psychology

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Summary: Achieving expertise in any area requires extensive practice and engagement with the subject one desires to master. As not all practice yields good progress, methods must be found that lead learners to practice effectively. Many experts employ highly tailored practice involving metacognitive processes, but novices rarely engage in frequent and explicit metacognitive strategies during practice. As a result, novice progress may be impeded through repetition of systematic errors and ineffective techniques. Our study provides evidence of the effectiveness of teaching metacognition to novice music students through weekly lessons. Thirty-five adolescent students of six instructors were randomly assigned to metacognitive focus or existing practice teaching conditions. Students receiving metacognitive teaching achieved higher performance ratings when compared with students receiving control instruction, even though practice time did not vary between groups. These results suggest that having students explicitly verbalize and reflect on their learning process produces more efficient practice and greater end performance.

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