Auto-regulação: Prática Eficiente e Resultados Entre Estudantes Universitários
Palabras clave:
Palabras clave: Trompeta, práctica eficiente, autorregulación, estrategias de práctica.Resumen
Resumo: Esta pesquisa teve como objetivo descrever e correlacionar a auto-regulação e a prática do trompete envolvendo estudantes de performance em música da graduação. Esta pesquisa justifica-se pelo número de estudantes universitários que apresentam desafios em encorajar-se a praticar, desenvolver uma rotina eficiente de prática, e assim alcançar melhores resultados nas suas performances. Assim sendo, esta pesquisa discute a aprendizagem auto-regulada como um processo cíclico a fim de servir como um guia para uma maneira mais eficiente de praticar e alcançar melhores resultados. Além disso, este artigo responde a perguntas sobre como desenvolver a prática, como um músico desenvolve interessa pela prática. Finalmente, este artigo discute quais estratégias os músicos precisam desenvolver para tornar-se mais eficientes, e inclui uma breve abordagem sobre como ensinar a auto-regulação.
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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.
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.
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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Publicado
2021-08-02
Cómo citar
CAVALCANTE, D. G. Auto-regulação: Prática Eficiente e Resultados Entre Estudantes Universitários. Revista de la Asociación Brasileña de Trombón, [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.
Número
Sección
Pedagogía de los instrumentos metálicos
