Measuring Musical Self-Regulation: Linking Processes, Skills, and Beliefs

Abstract

This research explores self-regulated learning behaviors as used by 174 students in higher music education during learning and practice, with the aim of demonstrating the interaction between processes, skills, and beliefs. A three-factor structure was identified within a newly adapted, ten-item Musical Self-regulated Learning Questionnaire, illustrating (1) reflection and frameworks for progress, (2) improvement in and outside of practice, and (3) setting the learning context. The four behaviors in Factor 3 least used by these students were arranging/imagining rewards/punishments, rearranging the physical setting, keeping records of events, and reviewing records of past events/performances. Significant positive correlations were found between behaviors and self-ratings of musical skills/attributes and with self-efficacy for musical learning. However, there were no significant correlations with self-efficacy for musical performing. Students' perception of the importance of self-regulated learning behaviors, their relationships to skills and beliefs, and implications for learning and teaching are discussed.

Self-regulated learning skills of prospective music teachers in Turkey

“…Hallam (2001) explained the stages of mastering an instrument and effective strategies used by musicians: (1) they are aware of the difficulties that they have to tackle during the learning process; (2) they have the ability to determine possible tactics to overcome difficulties; (3) they can discover suitable strategies to overcome difficulties in the process; and (4) they can evaluate the product at the end of the learning process. As supported by the former research, this result of the current study also emphasizes the importance of formal practice, referred to in the literature as an indicator of success in learning (McPherson, 2005; McPherson & Renwick, 2001; Rohwer & Polk, 2006; Ritchie and Williamon, 2013). The findings of this research might be supported with qualitative case studies and microanalyses of successful preservice music teachers’ learning, practice tendencies, and behaviors.…”

Music Student’s Approach to the Forced Use of Remote Performance Assessments

“…Strategic use, and in this case self-regulation involves actively initiating learning and negotiating challenges through choice and strategy use as opposed to following set, external instruction (Ritchie and Williamon, 2013). The strategies students adopt depend on their resourcefulness and capability for engaging with cognitive processes; if students either do not understand or are not proficient with a method, they are unlikely to use it.…”

Technology Use and Attitudes in Music Learning

“…The lower score for the subskill of reviewing feedback highlights a gap in the use of technology to aid in self-directed learning and practice. As it provides tools that can be used to help plan, monitor, and review one's performance, technology has great potential to improve the efficacy of learning by harnessing the principles of deliberate practice through selfregulated learning, which calls for a cycle of explicit planning, deliberate execution, and thoughtful evaluation of one's practice that cycles back into preparing for the next practice session (Zimmerman, 1990;Jørgensen, 2004;Ritchie and Williamon, 2013;Hatfield et al, 2016;Williamon et al, 2017). Unfortunately, these results suggest that significant gaps remain in this learning cycle among musicians.…”