Self-Regulation of Musical Learning: A Social Cognitive Perspective on Developing Performance Skills

Abstract

This chapter focuses on the self-regulatory processes that influence the learning of a musical instrument. Like any academic or motor task, learning a musical instrument requires a great deal of self-regulation, which is evident when students become motivationally, and behaviorally active participants. The chapter presents comparative studies between novice players with expert players in order to analyze research on music psychology that has sought to clarify higher levels of professional and expert performance. It also reviews existing literature in music according to six key selfregulatory processes and suggests practical and theoretical implications for music teaching and learning.