EFFECTS OF A PEER-MEDIATED INTERVENTION ON SELF-REGULATION IN INSTRUMENTAL MUSIC EDUCATION

Abstract

One of the most important aspects of learning a musical instrument is the development of Self-Regulated Learning. This study examined a peer-mediated metacognitive management tool designed to scaffold student metacognition, support peer motivation, and calibrate self-efficacy. The subject population included students ages 10-14 (n = 96), who studied a string instrument in the school orchestra. Students completed a pre/post Self-Regulation Questionnaire. They spent nine weeks completing a practice intervention that scaffolded their planning, monitoring, and reflection. Interviews were also conducted to triangulate findings. Results suggested that the intervention decreased self-efficacy in sixth graders compared to fifth graders. There was increased usage of practice behaviors in seventh graders compared to eighth graders. There was increased time management in seventh graders compared to fifth graders and in eighth graders compared to seventh graders. There were also increased social influences in eighth graders compared to fifth graders. These results suggest that a structured peer-mediated intervention may be helpful for students in developing their self-regulation skills. This may be attributable to scaffolding provided by the intervention and motivational factors of peer involvement. This study may further suggest particular grade groups with which to target such interventions.