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