Using a microanalysis intervention to examine shifts in musicians' self-regulated learning

Abstract

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 ..