A Turkish adaptation of a self-regulated practice behavior scale for collegiate music students

Abstract

The purpose of this study was to examine the validity and reliability of a Turkish version of a Self-Regulated Practice Behavior Scale (SRP) for college students. The scale included measures of the theoretical constructs Social Influences, Method, Behavior, and Time management as sub-scales. The original SRP is a self-report instrument that was designed to measure the self-regulated practicing behavior of intermediate instrumental music students. An adaptation and Turkish translation of the scale for collegiate musicians resulted in a 38-item Turkish Self-Regulated Practice Behavior measure (Turkish SRPB). The Turkish SRPB was administrated to 237 college students enrolled in music education programs from two Turkish universities. Results of confirmatory factor analyses revealed that an adjusted four-factor model with a factor representing each of the sub-scales listed above was the best fit to the data collected (CFI = .96, RMSEA = .04, SRMR = .08). The Cronbach's alpha coefficients for the Turkish SRPB sub-scales ranged from .62 to .90. The findings suggest that the Turkish SRPB produced valid and reliable measures of the self-regulatory practice behavior of collegiate Turkish musicians.

Adaptation of a Self-Regulated Practice Behaviour Scale for Portuguese music students

“…The Motive and Method sub-scales demonstrated the strongest internal consistency estimates (α = .85 and .83, respectively), as in Miksza (2012). However, while the sub-scale Social influence achieved the lower internal consistency in Miksza (2012), we found Time management and Behaviour with the lower estimates (α = .71 and α = .72), in correlation with Ersozlu and Miksza's (2015) study. In general, the reliability estimates found in the current study are close to those reported by Miksza (2012).…”

“…Although fit statistics were generally accurate for several compared factor structures, the best fit was a four-factor model (CFI = .94, SRMR = .07, RMSEA = .05, χ 2 = 1,881.89, df = 939). The other models’ fit statistics can be found in Miksza (2012) and Ersozlu and Miksza (2015). When comparing the competitor models, the results showed that the four-factor model, which included self-efficacy, combined method/behaviour, time management, and social influences, yielded the best fit to the data (Ersozlu & Miksza, 2015; Miksza, 2012).…”

“…However, the MSLQ has limitations when measuring self-regulatory processes in music students. The measure was not designed for specific application in musical instruction contexts, and has evidenced low internal consistency rates in music studies (Ersozlu & Miksza, 2015; Miksza, 2012).…”

“…This scale, which achieved robust results with regard to its validity and reliability, was applied to 302 middle-school wind and percussion students from the south-western United States. The scale has recently been adapted and translated into Turkish (Ersozlu & Miksza, 2015), and tested with a sample of college music students in Turkey ( n = 252).…”

Diversity in Unity: Perspectives from Psychology and Behavioral Sciences

“…The Self-Regulated Practice Behavior Scale (SRPB) of Ersozlu and Miksza (2014) was used to measure self-regulation in music practice. The scale coefficient Alpha Cronbach was 0.85, therefore the scale reliability was considered good.…”