An experimental study of student performance and practice efficacy among secondary instrumental students in Indiana
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Date
2019-12-09
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Indiana University
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Abstract
Self-efficacy plays a powerful role in the time a student spends with their instrument, the goals they set, and the amount of effort they are willing to expend to improve (Bandura, 1994). Enactive attainment, or personal experiences, may factor heavily in an individual’s musical self-efficacy (Zelenak, 2015), and therefore efforts should be made to foster positive musical experiences. Previous studies suggest that providing a practice aid may increase the amount of self-regulated practice strategies used by an individual which could lead to performance achievement (Cremaschi, 2012; Kim, 2009; Rohwer & Polk, 2006). For this reason, the goal of this study was to examine the effects of a structured practice journal on middle school string orchestra students’ self-efficacy for self-regulation and self-efficacy for performance. Using a pre-posttest design, participants (N = 52) provided ratings of self-efficacy beliefs for self-regulation, beliefs for performance, an d the frequency of use for specific practice strategies. Participants were assigned to a control group (n = 27) and an experimental condition (n = 25) which involved using a researcher designed digital practice journal. Findings from this study support several other extant studies concerned with self-regulation in music learning and its relationship to self-efficacy (Duke, Simmons, Cash, 2009; Meider & Bugos, 2017; Miksza, 2007; Miksza, 2015; Pike, 2016; Rohwer & Polk, 2006). The findings of this study suggest that a structured practice journal may be an effective way to help young students set proximal personal and musical goals, and have access to and use more self-regulatory practice structures and analytical practice strategies.
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Thesis (MME) – Indiana University, Music, 2019
Keywords
Practice, Self-Efficacy, Self-Regulation, Practice Aid, Strings
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