A Longitudinal Study of Self-regulation in Children's Musical Practice

Abstract

This study investigates common trends and individual differences in children's practice according to six dimensions of self-regulation. Seven children, aged between 7 and 9 years at the beginning of the study, regularly videotaped their practice over a 3-year period. Behavioural coding addressed the content of practice, the nature of errors and off-task behaviours, and the interaction of family members. Low levels of self-regulatory behaviour, as evidenced in the children's ability to monitor and control their own learning, were found during practice. Learning strategies were confined almost exclusively to playing through pieces once or twice. Most errors were either ignored or corrected by ..