In this study, we evaluated the validity and reliability of a Chinese adaptation of the Self-Regulated Practice Behavior (SRPB) scale developed by Miksza. Tasks included supplementing, altering, and translating items to create a viable adaptation for Chinese music majors and evaluating the construct validity and reliability of the Chinese-adapted Self-Regulated Practice Behavior (C-SRPB) scale. Confirmatory factor analysis and exploratory structural equation modeling (ESEM) were used to analyze responses provided by Chinese music majors (N = 880) from various music conservatories and universities. Results indicated that an adjusted six-factor ESEM model was the best fit to the data. Internal consistency reliability coefficients for the subscales ranged from good to excellent (αs = .77–.86). Significant correlations between six subscales of C-SRPB and practice habits (i.e., daily duration, self-rated efficiency, and percentage of time spent on informal practice) provided criterion validity evidence. Overall, the findings suggested that the C-SRPB is a valid and reliable tool for measuring the self-regulated music practice of music majors in China. The results also suggest that music majors’ understanding of self-regulated practice vary according to individualistic and collectivist culture contexts.
AustinJ. R.BergM. H. (2006). Exploring music practice among sixth-grade band and orchestra students. Psychology of Music, 34(4), 535–558. https://doi.org/10.1177/0305735606067170
3.
BaoX. H.LamS. F. (2008). Who makes the choice? Rethinking the role of autonomy and relatedness in Chinese children’s motivation. Child Development, 79(2), 269–283. https://doi.org/10.1111/j.1467-8624.2007.01125.x
4.
BartolomeS. J. (2009). Naturally emerging self-regulated practice behaviors among highly successful beginning recorder students. Research Studies in Music Education, 31(1), 37–51. https://doi.org/10.1177/1321103X09103629
5.
BehrD.ShishidoK. (2016). The translation of measurement instruments for cross-cultural surveys. In WolfC.JoyeD.SmithT. W.FuY. (Eds.), The SAGE handbook of survey methodology (pp. 269–287). SAGE. https://dx.doi.org/10.4135/9781473957893.n19
BentlerP. M.BonettD. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88(3), 588–606. https://doi.org/10.1037/0033-2909.88.3.588
8.
BoatengG. O.NeilandsT. B.FrongilloE. A.Melgar-QuiñonezH. R.YoungS. L. (2018). Best practices for developing and validating scales for health, social, and behavioral research: A primer. Frontiers in Public Health, 6, Article 149. https://doi.org/10.3389/fpubh.2018.00149
9.
BrownT. A. (2015). Confirmatory factor analysis for applied research (2nd ed.). The Guilford Press.
10.
BrowneM. W.CudeckR. (1993). Alternative ways of assessing model fit. In BollenK. A.LongJ. S. (Eds.), Testing structural equation models (pp. 136–192). SAGE.
11.
ByrneB. M. (1998). Structural equation modeling with LISREL, PRELIS, and SIMPLIS: Basic concepts, applications, and programming. Erlbaum.
12.
CremaschiA. M. (2012). The effect of a practice checklist on practice strategies, practice self-regulation and achievement of collegiate music majors enrolled in a beginning class piano course. Research Studies in Music Education, 34(2), 223–233. https://doi.org/10.1177/1321103X12464743
13.
DowsonM.McInerneyD. M. (2003). What do students say about their motivational goals? Towards a more complex and dynamic perspective on student motivation. Contemporary Educational Psychology, 28(1), 91–113. https://doi.org/10.1016/S0361-476X(02)00010-3
14.
ErsozluZ. N.MikszaP. (2015). A Turkish adaptation of a self-regulated practice behavior scale for collegiate music students. Psychology of Music, 43(6), 855–869. https://doi.org/10.1177/0305735614543283
15.
FernándezA. M.BaezaC. G.PavezP.AldunateN. (2021). Chilean version of the Empathy Quotient (EQ) Scale: Adaptation and psychometric properties. The Spanish Journal of Psychology, 24, Article e24. https://doi.org/10.1017/SJP.2021.26
16.
GuoG.郭歌. (2014). 外部动机和内部动机对器乐练习行为的影响研究 [Research on the influence of external motivation and internal motivation on instrumental music practice behavior]. [Masters’ thesis, Central China Normal University].
17.
GuoM.WangJ.DayJ.KirbyJ. N. (2021). Validation of the fears of compassion scale in a Chinese cultural context. Mindfulness, 12(3), 683–692. https://doi.org/10.1007/s12671-020-01534-z
18.
HallamS. (1997). Approaches to instrumental music practice of experts and novices: Implications for education. In JørgensenH.LehmannA. C. (Eds.), Does practice make perfect? Current theory and research on instrumental music practice (pp. 89–108). Norwegian State Academy of Music.
19.
HallamS.BarryN. (2002). Practice. In PamcuttR.McPhersonG. E. (Eds.), The science and psychology of music performance: Creative strategies for teaching and learning (pp. 151–166). Oxford University Press.
20.
HarknessJ. A.VillarA.EdwardsB. (2010). Translation, adaptation, and design. In HarknessJ. A.BraunM.EdwardsB.JohnsonT. P.LybergL. E.MohlerP. P.PennellB.-E.SmithT. W. (Eds.), Survey methods in multinational, multiregional, and multicultural contexts (pp. 117–140). John Wiley & Sons. https://doi.org/10.1002/9780470609927.ch7
HuL. T.BentlerP. M. (1995). Evaluating model fit. In HoyleR. H. (Ed.), Structural equation modeling: Concepts, issues, and applications (pp. 76–99). SAGE.
23.
IyengarS. S.LepperM. R. (1999). Rethinking the value of choice: A cultural perspective on intrinsic motivation. Journal of Personality and Social Psychology, 76(3), 349–366. https://doi.org/10.1037/0022-3514.76.3.349
24.
JöreskogK. G.SörbomD. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Scientific Software International.
25.
JørgensenH.HallamS. (2016). Practicing. In HallamS.CrossI.ThautM. (Eds.), The Oxford handbook of music psychology (2nd ed., pp. 449–462). Oxford University Press.
26.
JoshanlooM. (2016). Revisiting the empirical distinction between hedonic and eudaimonic aspects of well-being using exploratory structural equation modeling. Journal of Happiness Studies, 17(5), 2023–2036. https://doi.org/10.1007/s10902-015-9683-z
27.
JoshanlooM.LamersS. M. (2016). Reinvestigation of the factor structure of the MHC-SF in the Netherlands: Contributions of exploratory structural equation modeling. Personality and Individual Differences, 97, 8–12. https://doi.org/10.1016/J.PAID.2016.02.089
28.
KemberD.WatikinsD. (2010). Approaches to learning and teaching by the Chinese. In BondM. H. (Ed.), The Oxford handbook of Chinese psychology (pp. 169–186). Oxford University Press.
29.
KingR. B.McInerneyD. M.WatkinsD. A. (2012). Studying for the sake of others: The role of social goals on academic engagement. Educational Psychology, 32(6), 749–776. https://doi.org/10.1080/01443410.2012.730479
30.
LehmannA. C.KopiezR. (2016). Sight-reading. In HallamS.CrossI.ThautM. (Eds.), The Oxford handbook of music psychology (pp. 547–557). Oxford University Press.
31.
LeungK. (2010). Beliefs in Chinese culture. In BondM. H. (Ed.), The Oxford handbook of Chinese psychology (pp. 221–240). Oxford University Press.
LiuQ.刘茜. (2018). 独立练习时段元认知能力现状调查-以管弦系学生为例 [An investigation on the metacognitive ability during independent practice time based on a case with students from an orchestral department in a conservatory of music] [Master’s thesis, China Conservatory of Music].
34.
MaD. 马达. (2010). 论音乐学习中的自我调节学习 [Self-regulated learning in music learning]. 广州大学学报社会科学版, 9(5), 78–82.
35.
MadeiraL. R. B.AraújoM. V.HeinC. F.MarinhoH. (2018). Adaptation of a self-regulated practice behavior scale for Portuguese music students. Psychology of Music, 46(6), 795–812. https://doi.org/10.1177/0305735617724884
36.
MarkusH. R.KitayamaS. (2010). Cultures and selves: A cycle of mutual constitution. Perspectives on Psychological Science, 5(4), 420–430. https://doi.org/10.1177/1745691610375557
37.
MarshH. W. (2007). Application of confirmatory factor analysis and structural equation modeling in sport and exercise psychology. In TenenbaumG.EklundR. C. (Eds.), Handbook of sport psychology (pp. 774–798). John Wiley & Sons.
38.
MarshH. W.MorinA. J. S.ParkerP. D.KaurG. (2014). Exploratory structural equation modeling: An integration of the best features of exploratory and confirmatory factor analysis. Annual Review of Clinical Psychology, 10, 85–110. https://doi.org/10.1146/annurev-clinpsy-032813-153700
39.
McCormickJ.McPhersonG. (2003). The role of self-efficacy in a musical performance examination: An exploratory structural equation analysis. Psychology of Music, 31(1), 37–51. https://doi.org/10.1177/0305735603031001322
40.
MclnerneyD. M.KingR. B. (2018). Culture and self-regulation in educational contexts. In SchunkD. H.GreeneJ. A. (Eds.), Handbook of self-regulation of learning and performance (pp. 485–502). Routledge/Taylor & Francis Group. https://doi.org/10.4324/9781315697048-31
41.
McPhersonG. E. (2022). Self-regulated learning music microanalysis. In McPhersonG. E. (Ed.), The Oxford handbook of music performance. Volume 1: Development and learning, proficiencies, performance practices, and psychology (pp. 553–575). Oxford University Press.
42.
McPhersonG. E.McCormickJ. (1999). Motivational and self-regulated learning components of musical practice. Bulletin of the Council for Research in Music Education, 141, 98–102. http://www.jstor.org/stable/40318992
McPhersonG. E.NielsenS. G.RenwickJ. M. (2013). Self-regulation interventions and the development of music expertise. In BembenuttyH.ClearyT. J.KitsantasA. (Eds.), Applications of self-regulated learning across diverse disciplines (pp. 355–382). Information Age Publishing.
45.
McPhersonG. E.OsborneM. S.EvansP.MikszaP. (2019). Applying self-regulated learning microanalysis to study musicians’ practice. Psychology of Music, 47(1), 18–32. https://doi.org/10.1177/0305735617731614
46.
McPhersonG. E.RenwickJ. M. (2001). A longitudinal study of self-regulation in children’s musical practice. Music Education Research, 3(2), 169–186. https://doi.org/10.1080/14613800120089232
47.
McPhersonG. E.ZimmermanB. J. (2002). Self-regulation of musical learning: A social cognitive perspective. In ColwellR.RichardsonC. (Eds.), The new handbook of research on music teaching and learning (pp. 130–175). Oxford University Press.
48.
McPhersonG. E.ZimmermanB. J. (2011). Self-regulation of musical learning: A social cognitive perspective on performance skills. In ColwellR.WebsterP. (Eds.), MENC handbook of research on music learning. Vol.2: Application (pp. 130–175). Oxford University Press.
49.
MikszaP. (2006). Relationships among impulsiveness, locus of control, sex, and music practice. Journal of Research in Music Education, 54(4), 308–323. https://doi.org/10.1177/002242940605400404
50.
MikszaP. (2012). The development of a measure of self-regulated practice behavior for beginning and intermediate instrumental music students. Journal of Research in Music Education, 59(4), 321–338. https://doi.org/10.1177/0022429411414717
51.
MikszaP.BrennerB. (2022). A descriptive study of intra-individual change in advanced violinists’ music practice. Update: Applications of Research in Music Education. Advance online publication. https://doi.org/10.1177/87551233221090232
52.
MorinA. J. S.MarshH. W.NagengastB. (2015). Exploratory structural equation modeling. In HancockG. R.MuellerR. O. (Eds.), Structural equation modeling: A second course (2nd ed., pp. 395–436). Information Age Publishing.
53.
NielsenS. G. (1999a). Learning strategies in instrumental music practice. British Journal of Music Education, 16(3), 275–291. https://doi.org/10.1017/S0265051799000364
54.
NielsenS. G. (1999b). Regulation of learning strategies during practice: A case study of a single church organ student preparing a particular work for a concert performance. Psychology of Music, 27(2), 218–229. https://doi.org/10.1177/0305735699272015
55.
NielsenS. G. (2001). Self-regulating learning strategies in instrumental music practice. Music Education Research, 3(2), 155–167. https://doi.org/10.1080/14613800120089223
56.
NielsenS. G. (2004). Strategies and self-efficacy beliefs in instrumental and vocal individual practice: A study of students in higher music education. Psychology of Music, 32(4), 418–431. https://doi.org/10.1177/0305735604046099
57.
OsborneM. S.McPhersonG. E.MikszaP.EvansP. (2020). Using a microanalysis intervention to examine shifts in musicians’ self-regulated learning. Psychology of Music, 49(4), 972–988. https://doi.org/10.1177/0305735620915265
58.
OysermanD.CoonH. M.KemmelmeierM. (2002). Rethinking individualism and collectivism: Evaluation of theoretical assumptions and meta-analyses. Psychological Bulletin, 128(1), 3–72. https://doi.org/10.1037/0033-2909.128.1.3
59.
PerryJ. L.NichollsA. R.CloughP. J.CrustL. (2015). Assessing model fit: Caveats and recommendations for confirmatory factor analysis and exploratory structural equation modeling. Measurement in Physical Education and Exercise Science, 19(1), 12–21. https://doi.org/10.1080/1091367X.2014.952370
60.
PikeP. D. (2017a). Exploring self-regulation through a reflective practicum: A case study of improvement through mindful piano practice. Music Education Research, 19(4), 398–409. https://doi.org/10.1080/14613808.2017.1356813
PintrichP. R.De GrootE. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. https://doi.org/10.1037/0022-0663.82.1.33
63.
PintrichP. R.SmithD. A. F.DuncanT.MckeachieW. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). The University of Michigan. http://files.eric.ed.gov/fulltext/ED338122.pdf
64.
PintrichP. R.SmithD. A.GarciaT.McKeachieW. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801–813. https://doi.org/10.1177/0013164493053003024
65.
QiX. S.戚晓思. (2021). 高校音乐专业人才培养质量研究——以H省17所本科院校为例 [Research on the quality of music professional training in colleges and universities—based on the 17 undergraduate colleges and universities in H Province] [Unpublished doctoral dissertation]. East China Normal University.
66.
RaoN.SachsJ. (1999). Confirmatory factor analysis of the Chinese version of the Motivated Strategies for Learning Questionnaire. Educational and Psychological Measurement, 59(6), 1016–1029. https://doi.org/10.1177/00131649921970206
67.
RenwickJ. M. (2008). Because I love playing my instrument: Young musicians’ internalized motivation and self-regulated practising behaviour [Doctoral dissertation, University of New South Wales]. UNSW Sydeny Library. http://handle.unsw.edu.au/1959.4/40823
68.
RhemtullaM.Brosseau-LiardP. É.SavaleiV. (2012). When can categorical variables be treated as continuous? A comparison of robust continuous and categorical SEM estimation methods under suboptimal conditions. Psychological Methods, 17(3), 354–373. https://doi.org/10.1037/a0029315
69.
TongF.GuoH.WangZ.MinY.GuoW.YoonM. (2020). Examining cross-cultural transferability of self-regulated learning model: An adaptation of the Motivated Strategies for Learning Questionnaire for Chinese adult learners. Educational Studies, 46(4), 422–439. https://doi.org./10.1080/03055698.2019.1590183
70.
WangJ.LuJ. (2016). A Chinese perspective on self-regulated learning and motivation: An interview study [Paper presentation]. Annual meeting of the American Educational Research Association (AERA), Washington, DC.
71.
WatkinsD. A.BiggsJ. B. (2001). Teaching the Chinese learner: Psychological and pedagogical perspectives. Hong Kong University Press.
72.
WilliamonA.ValentineE. (2000). Quantity and quality of musical practice as predictors of performance quality. British Journal of Psychology, 91(3), 353–376. https://doi.org/10.1348/000712600161871
73.
WinneP. H.PerryN. E. (2000). Measuring self-regulated learning. In BoekaertsM.PintrichP. R.ZeidnerM. (Eds.), Handbook of self-regulation (pp. 531–566). Academic Press. http://dx.doi.org/10.1016/b978-012109890-2/50045-7
74.
WoltersC. A. (1998). Self-regulated learning and college students’ regulation of motivation. Journal of Educational Psychology, 90(2), 224–235. https://doi.org/10.1037/0022-0663.90.2.224
75.
WoltersC. A.PintrichP. R.KarabenickS. A. (2005). Assessing academic self-regulated learning. In MooreK. A.LippmanL. H. (Eds.), What do children need to flourish: Conceeptualizing and measuring indicaators of positive development (pp. 251–270). Springer. https://doi.org/10.1007/0-387-23823-9_16
76.
WoltersC. A.RosenthalH. (2000). The relation between students’ motivational beliefs and their use of motivational regulation strategies. International Journal of Educational Research, 33(7–8), 801–820. https://doi.org/10.1016/S0883-0355(00)00051-3
77.
WoltersC. A.WonS. (2018). Validity and the use of self-report questionnaires to assess self-regulated learning. In SchunkD. H.GreeneJ. A. (Eds.), Handbook of self-regulation of learning and performance (pp. 307–322). Routledge/Taylor & Francis Group. https://doi.org/10.4324/9781315697048-20
78.
YangJ. 阳佳. (2014). 自我调节学习与钢琴学习 [Self-regulated learning and piano learning] [Unpublished master’s thesis, Suzhou University].
79.
YangY.YinA.GuanT. (2021). Mapping music education research in Mainland China (2007-2019): A metadata-based literature analysis. International Journal of Music Education, 39(2), 234–246. https://doi.org/10.1177/0255761420988923
80.
ZhouY.WangJ. (2021). Psychometric properties of the MSLQ-B for adult distance education in China. Frontiers in Psychology, 12, Article 620564. https://doi.org/10.3389/fpsyg.2021.620564
81.
ZimmermanB. J. (1986). Becoming a self-regulated learner: Which are the key subprocesses?Contemporary Educational Psychology, 11(4), 307–313. https://doi.org/10.1016/0361-476X(86)90027-5
82.
ZimmermanB. J. (1998). Academic studying and the development of personal skill: A self-regulatory perspective. Educational Psychologist, 33(2–3), 73–86. https://doi.org/10.1080/00461520.1998.9653292
83.
ZimmermanB. J. (2000). Attaining self-regulation: A social cognitive perspective. In BoekaertsM.PintrichP. R.ZeidnerM. (Eds.). Handbook of self-regulation (pp. 13–39). Academic Press. https://doi.org/10.1016/B978-012109890-2/50031-7
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
