What makes practice perfect? How tertiary piano students self-regulate play and non-play strategies for performance success

2021 ◽  
pp. 030573562110109
Author(s):  
Akiho Suzuki ◽  
Helen F Mitchell
Keyword(s):  
Assessment Tool ◽  
Self Regulation ◽  
Performance Evaluations ◽  
Music Students ◽  
Practice Session ◽  
Score Study ◽  
Self Reflection ◽  
Self Regulated Learning ◽  
Piano Students ◽  
Study Task

Self-regulated practice is critical to musicians’ development, but it is unclear what components of practice contribute to performance quality. This study aimed to explore tertiary music students’ practice using performance evaluations as indicators of practice efficacy. Five tertiary piano students prepared a quick study task of two pieces for a mock performance, in 2 hours over 2 days. An expert panel evaluated the mock performances and performers were ranked accordingly. Practice session recordings and interview transcripts were analysed according to the three phases of Self-Regulated Learning (forethought, performance, self-reflection) and linked to the pianists’ final performance evaluations. Successful pianists planned their practice and set interpretative goals, while their less successful peers practiced reactively without planning. The highest-ranked pianist’s self-regulation was facilitated by non-play practice which involved taking long pauses and using strategies such as score study, mark score, and listen to own recording. The lowest-ranked pianist failed to identify problems or self-evaluate effectively. Future studies should explore the use and content of non-play practice strategies, especially self-recording, to empower music students to develop and self-regulate their practice. The quick study task provided an effective practice assessment tool and could be used to diagnose and track practice approaches.

Self-Regulated Learning as a Method to Develop Scientific Thinking

2015 ◽  
pp. 1189-1214
Author(s):  
Erin E. Peters Burton
Keyword(s):  
Nature Of Science ◽  
Self Regulation ◽  
Scientific Thinking ◽  
Scientific Enterprise ◽  
Self Monitoring ◽  
Self Reflection ◽  
Learning And Teaching ◽  
Self Regulated Learning ◽  
Evaluation Of Performance ◽  
Regulated Learning

The development of skills and the rationale behind scientific thinking has been a major goal of science education. Research has shown merit in teaching the nature of science explicitly and reflectively. In this chapter, the authors discuss how research in a self-regulated learning theory has furthered this finding. Self-regulation frames student learning as cycling through three phases: forethought (cognitive processes that prepare the learner for learning such as goal setting), performance (employment of strategies and self-monitoring of progress), and self-reflection (evaluation of performance with the goal). Because students have little interaction with the inherent guidelines that drive the scientific enterprise, setting goals toward more sophisticated scientific thinking is difficult for them. However, teachers can help students set goals for scientific thinking by being explicit about how scientists and science function. In this way, teachers also explicitly set a standard against which students can self-monitor their performance during the learning and self-evaluate their success after the learning. In addition to summarizing the research on learning and teaching of self-regulation and scientific thinking, this chapter offers recommendations to reform science teaching from the field of educational psychology.

scholarly journals ENHANCING LIFELONG LEARNING AWARENESS IN THE FACULTY OF ENGINEERING AT MCGILL UNIVERSITY

2018 ◽  
Author(s):  
Maria Orjuela-Laverde ◽  
Nasim Razavinia ◽  
Laurent Mydlarski
Keyword(s):  
Lifelong Learning ◽  
Engineering Students ◽  
Self Regulation ◽  
Assessment Method ◽  
Self Reflection ◽  
Systematic Assessment ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Mcgill University ◽  
Definition Of

 Abstract – The theoretical approach to Lifelong Learning used in this paper introduces findings in the field of Self-Regulated Learning (SRL). We are using Nilson’s [4] definition of SRL, which states that self-regulation "encompasses the monitoring and managing of one’s cognitive processes, as well as the awareness of and control over one’s emotions, motivations, behavior, and environment as related to learning." The principles that guide SRL, as proposed by Schunk and Zimmerman [6-8] are: 1) Forethought; 2) Performance/volitional control and; 3) Self-reflection. Following the definition and principles suggested in the SRL literature, activities were designed to develop and strengthen engineering students’ self-regulated learning skills and awareness of such competencies. At McGill University, the Faculty of Engineering is pursuing a systematic assessment method of lifelong learning awareness by the way of activities that target the first- and final-year students.

scholarly journals The RECAP and SCAFFOLDS Frameworks: Engaging Students in Self-Reflection and Self-Regulation Within Online Learning

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
Carrie Hagan ◽  
Mathew Callison ◽  
Alexandria Fox
Keyword(s):  
Student Engagement ◽  
Self Regulation ◽  
Student Feedback ◽  
Learning Activities ◽  
Self Reflection ◽  
Self Regulated Learning ◽  
Diverse Backgrounds ◽  
User Data ◽  
Reflection On Practice

This case study will focus on the authors’ efforts to engage students in one asynchronous, online undergraduate legal pipeline course, and the substantive revisions made to the course over three years to increase student engagement, self-reflection, self-regulation, and metacognition. A “pipeline” program is designed to identify, support, and guide students from diverse backgrounds to the graduate level field of their interest (Cunningham & Steele, 2015). In this paper, the authors will discuss their initial efforts to engage students and facilitate self-regulation, and the substantive revisions made based on user data for two subsequent offerings of the course. The authors will describe two strategic uses of the learning management system (LMS) to increase student engagement and self-regulated learning. First, the authors detail a weekly reflection and engagement routine that was developed to address concerns regarding student-to-faculty engagement identified during the first version of the course. Second, the authors outline a scaffolded multi-week skills-based activity that was developed to reinforce a critical course learning objective and help students monitor their own learning progress. During each iteration of the course, user data collected from the LMS and other integrated tools, along with student feedback and instructor and designer reflection on practice, informed substantive revisions to the learning activities described. Over three versions of the course, data suggest increased engagement, self- reflection, and self-regulation. Finally, the authors will reflect on the implications of their work and possible applications to other settings.

scholarly journals Musical Practice in Music Students During COVID-19 Lockdown

2021 ◽  
Vol 12 ◽  
Author(s):  
Manfred Nusseck ◽  
Claudia Spahn
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Self Regulation ◽  
The Self ◽  
Music Students ◽  
Educational Facilities ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
The Mean ◽  
The University

The pandemic situation has forced students in higher education to use alternative learning routines due to reduced activities at universities and educational facilities. Especially music students needed to adapt their musical learning to this particular situation. Mostly affected by the lockdown was the musical practicing behavior, especially when practicing at the University of Music was not possible. In this study, music students in their second and third semesters were asked to provide information on their practicing situations during the coronavirus disease 2019 (COVID-19) lockdown. They were required to fill in questionnaires about the practicing time and concepts of self-efficacy and self-regulation for musical learning. The data of 18 music students were collected. For the analysis, they were compared with the answers of 15 music students who were asked the same questions half a year earlier before the pandemic situation occurred. The results showed that the music students relocated mostly to their parents' homes for practicing during the lockdown. In the amount of practicing, the bachelor of music students practiced less during lockdown compared with before the lockdown. The mean self-efficacy for musical learning did not differ between before and during the lockdown. For the self-regulated musical learning, the music students showed significantly higher values in the subscale on reflecting and creating a framework for the progress of musical learning during the lockdown. The findings indicate that the music students developed certain self-regulated learning skills during the lockdown and managed to find suitable solutions in continuing with their musical learning without reservation.

Effects of Learning Analytics on Students' Self-Regulated Learning in Flipped Classroom

2018 ◽  
Vol 14 (3) ◽  
pp. 91-107 ◽  
Author(s):  
João Carlos Sedraz Silva ◽  
Erik Zambom ◽  
Rodrigo Lins Rodrigues ◽  
Jorge Luis Cavalcanti Ramos ◽  
Fernando da Fonseca de Souza
Keyword(s):  
Learning Analytics ◽  
Flipped Classroom ◽  
Engineering Students ◽  
Self Regulation ◽  
Control Group ◽  
Self Reflection ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Flipped Classrooms ◽  
Experimental Group

The present article is aimed at analyzing the effects of learning analytics on students' self-regulated learning in a flipped classroom. An experiment was conducted with 96 engineering students, enrolled in a subject offered in the Flipped Classroom model. The students were divided into two groups: an experimental group (N = 51) and a control group (N = 45). After each learning unit, while the control group did not have access to any learning analytics resources, students from the experimental group received a bulletin with feedback to support Self-Regulated Learning. The levels of student self-regulation were measured through questionnaires at the beginning and the end of the course. The analysis of the collected data revealed that the bulletin promoted significant effects in self-regulated learning in the experimental group, stimulating the self-reflection and colleague's support search for clarifying doubts. These results demonstrate that learning analytics can be used to promote self-regulated learning in flipped classrooms, helping students identify strategies that can increase their academic performance.

Fostering Self-Regulated Learning Among Students by Means of an Electronic Learning Diary: A Training Experiment

2015 ◽  
Vol 14 (1) ◽  
pp. 77-97 ◽  
Author(s):  
Charlotte Dignath-van Ewijk ◽  
Sabine Fabriz ◽  
Gerhard Büttner
Keyword(s):  
Assessment Tool ◽  
Self Regulation ◽  
Control Group ◽  
Positive Trend ◽  
Control Group Design ◽  
Self Monitoring ◽  
Electronic Learning ◽  
Self Regulated Learning ◽  
Learning Efficacy ◽  
Explicit Training

Learning in higher education provides students with a high degree of autonomy and therefore requires them to self-regulate their learning. However, not every student copes effectively with this autonomy. Particularly, self-monitoring plays a pivotal role. With this study, we investigated the effect of a standardized electronic learning diary on self-regulation competence in the context of an academic teacher training program. The diary was used (a) as an online assessment tool to register self-regulation, motivational, and volitional states over time and (b) as an instrument for implicit intervention aimed at improving self-monitoring. In a pretest–posttest control group design, we compared two courses (N = 65) over one study term, one course serving as the experimental group (EG) with learning diaries. The EG showed higher gains in metacognitive attitude scores; additional process analyses revealed a positive trend for estimated learning efficacy. Results suggest that the intervention could benefit from explicit training to strengthen the effects.

Self-Regulated Learning as a Method to Develop Scientific Thinking

2013 ◽  
pp. 1-26 ◽  
Author(s):  
Erin E. Peters Burton
Keyword(s):  
Nature Of Science ◽  
Self Regulation ◽  
Scientific Thinking ◽  
Scientific Enterprise ◽  
Self Monitoring ◽  
Self Reflection ◽  
Learning And Teaching ◽  
Self Regulated Learning ◽  
Evaluation Of Performance ◽  
Regulated Learning

The development of skills and the rationale behind scientific thinking has been a major goal of science education. Research has shown merit in teaching the nature of science explicitly and reflectively. In this chapter, the authors discuss how research in a self-regulated learning theory has furthered this finding. Self-regulation frames student learning as cycling through three phases: forethought (cognitive processes that prepare the learner for learning such as goal setting), performance (employment of strategies and self-monitoring of progress), and self-reflection (evaluation of performance with the goal). Because students have little interaction with the inherent guidelines that drive the scientific enterprise, setting goals toward more sophisticated scientific thinking is difficult for them. However, teachers can help students set goals for scientific thinking by being explicit about how scientists and science function. In this way, teachers also explicitly set a standard against which students can self-monitor their performance during the learning and self-evaluate their success after the learning. In addition to summarizing the research on learning and teaching of self-regulation and scientific thinking, this chapter offers recommendations to reform science teaching from the field of educational psychology.

scholarly journals Using a microanalysis intervention to examine shifts in musicians’ self-regulated learning

2020 ◽  
pp. 030573562091526
Author(s):  
Margaret S Osborne ◽  
Gary E McPherson ◽  
Peter Miksza ◽  
Paul Evans
Keyword(s):  
Help Seeking ◽  
Practice Session ◽  
Self Reflection ◽  
Self Regulated Learning ◽  
Three Phase ◽  
Regulated Learning ◽  
Lower Ability ◽  
Performance Ability ◽  
Self Instruction

The purpose of this study was to explore the effects of using a self-directed practice diary on conservatory pianists’ self-regulated learning tendencies. We sought to determine whether the implementation of a self-directed practice diary based on the three-phase model of self-regulated learning would lead students to gradually demonstrate more self-regulated learning tendencies across a semester of practicing, and if the type and quality of their self-regulated learning tendencies varied as a function of performance ability. A marked and consistent improvement in metacognitive monitoring skills was observed across the semester for all seven participants. Variations between lower and higher ability students were most pronounced in the Forethought stage, with higher ability pianists reporting fewer goals and strategies and higher self-motivational beliefs than their lower ability counterparts. In the Performance phase, higher ability students invested more effort in help seeking and structuring their practice environment, and lower ability students reported more self-instruction. In the Self-Reflection phase, higher ability pianists reported being more focused in the practice session. Suggestions for further refinement of the technique to improve musicians’ ability to master their learning and achieve their personal best are provided.

Instrumental practice in the contemporary music academy: A three-phase cycle of Self-Regulated Learning in music students

2016 ◽  
Vol 21 (3) ◽  
pp. 316-337 ◽  
Author(s):  
Johannes L. Hatfield ◽  
Hallgeir Halvari ◽  
Pierre-Nicolas Lemyre
Keyword(s):  
Goal Setting ◽  
Self Efficacy ◽  
Self Control ◽  
Equation Modeling ◽  
Music Students ◽  
Psychological Skills ◽  
Self Reflection ◽  
Self Regulated Learning ◽  
Reflection Phase ◽  
Regulated Learning

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.

Exploring the Effects of an Optional Learning Plan Tool in Technology-Enhanced Learning

2010 ◽  
pp. 315-333
Author(s):  
Antje Proske ◽  
Susanne Narciss ◽  
Hermann Körndle
Keyword(s):  
Learning Environment ◽  
Tool Use ◽  
Self Regulation ◽  
Technology Enhanced Learning ◽  
Self Reflection ◽  
Self Regulated Learning ◽  
Learning Plan ◽  
Learning Goal ◽  
Posttest Performance ◽  
Enhanced Learning

Self-regulated learners deal with a complex interplay of forethought, performance, and self-reflection processes. This might be a reason why many students struggle with regulating their learning in a technology-enhanced learning environment (TELE). Although TELEs provide various tools supporting self-regulation, research indicates that learners seldom use the tools meaningfully. This contribution investigates whether the provision of an optional metacognitive tool (i.e. a tailored learning plan) affects tool use, learning activities, and posttest performance in the TELE “Studierplatz”. To this end, students were instructed to use a learning plan in order to reach a predetermined learning goal. Results show that only 20% of the students used the tool. Furthermore, no significant effects on posttest performance were found. However, learning plan tool use positively affected working on learning goal relevant sections. These results are discussed with respect to current research on tool use in self-regulated learning with TELEs.

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