Reading

1. Self-regulation strategies used by student musicians during music practice

 Dewey’s reflective thinking: offers four form of thinking that naturally take place in the
human mind. 1.encompass everything that comes to mind. 2.’successions of imaginative
incidents’, not based on knowledge or facts but having a degree of coherence and continuity.
3.beliefs based on real or supported knowledge. 4.reflective thinking
 Coding categories: Problem recognition, strategies selection, and evaluation of performance
 Metacognition: active monitoring and consequent regulation and orchestration as a
cognitive task is completed, which students to know what they know, be able to question
and self-assess. Metacognition may include predicting, checking, monitoring, reality testing,
and coordinating and controlling.
 Self-regulation is the process of assessment progress in a given task, deciding what strategy
will improve performance, implementing the strategy and evaluating again to determine of
the set goal has been achieved.
2. Self-regulation and Mastery of Musical skills


 Self-efficacy is the best predictor of the young musicians’ performance results-even better
than the amount of practice they undertaking.
 Outcome expectations: Could consider to use questionnaire (I try to do well in my exam
because I will feel really proud of myself if i do well)
 Intrinsic interests/value:self-regulation was a construct related to intrinsic motivation.
 Goal orientation-relates to strategies practicing behaviour
 Self-observation, which for musicians often involves mentally tracking one’s performance.
Three types of mental representation: 1.an aural image of the goal performance-that is, of
how the piece should sound; 2.a motor representation of the physical actions necessary to
realize this goal representation; 3.a representation of the current online performance, which
is constantly monitored for discrepancies with the other mental representations.
3. Self-regulation of teenaged pianists during st-home practice
 Method: Interviews with students’ teacher.
 Five-basic components of self-regulation were observed: goal setting, listening, trying
practice strategies, evaluating, and problem solving.
 Method of observation of students’ practice strategies: 1.Play through, 2.Vary Artic,
3.Metronome, 4.Count aloud, 5, pencil, 6,Rhythms, 7. Slow tempo, 8. Repetition, 9. Isolation
 Self-instruction: stop and taking to oneself, it will help students to monitor and control their
concentration during learning. Or other form: “I can do this” and imagery to create
“blueprint”.
 Self-refection phase: teacher should ask students to answer: “what is my problem?”, “How
can I solve it?”, and “how am I doing”
4. Conservatory musicians’ temporal organization and self-regulation processes in preparing for
a music exam (Qualitative research method)
 Self-regulation instructions often comprise: concentration, goal-selection, planning, self-
evaluation, and rest/reflective activity.
 Emotions and other performance-related affective states are considered to arise from
person-environment transactions, which comprise individuals’ goals, behaviors, attitudes,
and motivations in that situation.
 Phenomenological approach
 Two types of data were collected: 1.traces of past activity, using the graph drawn by
students. Re-lived the preparation states they experienced from the beginning of this
performance. To collect experience data, a posteriori, elicitation interviews were used. 启发
式访谈
 2.Elicitation interviews lasting between 60-120 mins to elicit the students’ experiences, it
aim to collect verbal data on a situation previously experienced.
 Result-performance preparation overall:

 Result: Conservatories musician sis not seem to re-organize their plan. Therefore, they need
guidance on how to optimize their preparation process.
 Result: emotional regulation is a key aspect of SRL, and to regulate emotionally people use
coping strategies.
 Result: Conservatories musicians did not seem to use specific strategies to deal with
emotional challenges encountered (e.g., stress)
5.Exploring self-regulation through a reflective practicum: a case study of improvement
through mindful piano practice
 Schon’s (1987) reflective practitioner model: it involves employing questioning, answering,
telling, listening, observing, criticizing, demonstrating, and imitating during coaching.

6.Self-regulation and music learning: A systematic review

7.