Self-Regulation: Efficient Practice and Results Among College Students
Keywords:
Trumpet, efficient practice, self-regulation, practice strategiesAbstract
Abstract: This research aimed to describe and co-relate self-regulation and the practice of the trumpet involving music performance majors at the college level. This topic merits attention due to a number of trumpet students who are in college but seem to have challenges on how to manage themselves into practice and develop efficiency in order to achieve better results in performance. In this regard, this research discusses self-regulated learning as a cyclical process, aiming to serve as a guide for a more efficient way of practicing and achieving better results. Additionally, this article answers questions about how to develop a self-regulated practice, how does a musician get motivated to practice. Finally, it discusses what strategies musicians need to develop to become more efficient, and briefly discusses strategies for teaching self-regulation.
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References
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MIKSZA, P. The effect of self-regulation instruction on the performance achievement, musical self-efficacy, and practicing of advanced wind players. 2013. Society for Education, Music and Psychology Research. Vol. 43 (2) 219-243.
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VARELA, W., Abrami, P. C., Upitis, R. Self-regulation and music learning: A systematic review. 2014. Society for Education, Music and Psychology Research. (1-20) DOI: 10.1177/0305735614554639.
ZIMMERMAN, B. J. Investigating self-regulation and motivation: Historical background, methodological developments and future prospects. 2008. American Education Research Journal. Vol. 45, No. 1, pp. 166-183.
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ZIMMERMAN, B. J. From Cognitive modeling to self-regulation: A social cognitive career path. 2013. American Psychological Association, No. 48 (3), 135-147. DOI: 10.1080/00461520.2013.794676.
BRIER. N. Components of self-regulation: Overview. Academic Self-Regulation in Adolescents. 2010. Champaign, IL. Retrieved from https://www.researchpress.com/sites/default/files/books/addContent/6615.pdf.
CRISS, E. Dance all night: Motivation in education. 2011. Music Educators Journal Vol. 97 No. 3 (pp. 61-66). MENC, The National Association of Music Education http://mej.sagepub.com.
de BÉZENACK, C., Swindells, R. No pain no gain? Motivation and self-regulation in music learning. 2009. International Journal of Education & the Arts, 10 (16). Retrieved from http://www.ijea.org/v10n16/.
ERICSSON, A. K., Krampe, T. R. and Tesch-Römer, C. The role of deliberate practice in the acquisition of expert performance. 1993. American Psychological Association. Psychological Review Vol. 100 No. 3 363-406. Retrieved from http://projects.ict.usc.edu/itw/gel/EricssonDeliberatePracticePR93.PDF.
JENKINS, J. Diagnosing and resolving a problem using deliberate practice. 2013. Retrieved from http://j2jenkins.com/2013/05/06/diagnosing-and-resolving-a-problem-using-deliberate-practice/.
JENKINS, J. Interleaved practice: A secret enhanced learning technique. 2013. Retrieved from http://j2jenkins.com/2013/04/29/interleaved-practice-a-secret-enhanced-learning-technique/.
LEON-GUERRERO. Self-regulation strategies used by student musicians during music practice. 2008. Music Education Research, 1, 91-106.
LUDOVICO, L. A. and Mangione, G. R. Self-regulation competence in music education. 2014. International Conference e-Learning 46-54. ISBN 978-989-8704-08-5 Retrieved from http://www.ludovico.net/download/papers/EL2014.pdf.
MCPHERSON, G. E., McCormick, J. Motivational and self-regulated learning components of musical practice. 1999. Bulletin of the Council for Research in Music Education, 17th International Society for Music Education: ISME Research Seminar (No. 141). Retrieved from https://www.jstor.org/stable/pdf/40318992.pdf.
MCPHERSON, G. E., Renwick, J. M. Self-regulation and musical practice: A longitudinal study. 1996. Australian Research Council (No. A79700682). Retrieved from http://www.escom.or/proceedings/ICPMC2000/Sun/Mcpherso.htm.
MCPHERSON, G. E. and Zimmerman, B. J. Self-regulation of musical learning. 2011. MENC Handbook of Research on Music Learning Vol. 2. Edited by Richard Colwell and Peter R. Webster. Oxford University Press. New York.
MCPHERSON, G. E., Zimmerman, B. J. Self-regulation of musical learning: A social cognitive perspective on developing performance skills. 2002. (Ed.) Richard Cowell and Carol Richardson. The New Handbook of Research on Music Learning and Teaching (p. 130-175). New York: MENC, The National Association of Music Education.
MIKSZA, P. The effect of self-regulation instruction on the performance achievement, musical self-efficacy, and practicing of advanced wind players. 2013. Society for Education, Music and Psychology Research. Vol. 43 (2) 219-243.
ZIMMERMAN, B. J. Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models. 1998. In Dale H. Schunk, and Barry J. Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective practice (1-19). New York, NY: The Guilford Press.
VARELA, W., Abrami, P. C., Upitis, R. Self-regulation and music learning: A systematic review. 2014. Society for Education, Music and Psychology Research. (1-20) DOI: 10.1177/0305735614554639.
ZIMMERMAN, B. J. Investigating self-regulation and motivation: Historical background, methodological developments and future prospects. 2008. American Education Research Journal. Vol. 45, No. 1, pp. 166-183.
ZIMMERMAN, B. J. Becoming a self-regulated learner: An overview. Theory Into Practice. 2002. Vol. 41, No. 2 (pp. 64-70). Taylor & Francis, Ltd.
ZIMMERMAN, B. J. From Cognitive modeling to self-regulation: A social cognitive career path. 2013. American Psychological Association, No. 48 (3), 135-147. DOI: 10.1080/00461520.2013.794676.
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Published
2021-08-02
How to Cite
CAVALCANTE, D. G. Self-Regulation: Efficient Practice and Results Among College Students. The Brazilian Trombone Association Journal, [S. l.], v. 3, n. 1, p. 52–67, 2021. Disponível em: https://periodicos.ufpb.br/index.php/btaj/article/view/58985. Acesso em: 24 nov. 2024.
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Section
Brass Pegagogy
