Sage Journals: Discover world-class research

Abstract

The aim of our study was determine how students regulate their learning in music theory (MT). The research is based on the socio-cognitive theory of learning. The aim of our study was twofold: first, to design the instruments for measuring (meta)cognitive and affective-motivational processes in learning MT, and, second, to examine the relationship between these processes. A total of 457 fifth- and sixth- grade students from 10 different elementary music schools in Slovenia participated in the study. A questionnaire consisting of 34 items was designed to measure the student’s (meta) cognitive processes and a 47-item questionnaire to measure students’ affective-motivational processes of self-regulated learning in MT. Analysis showed that a lot of statistically significant correlations between (meta)cognitive and affective-motivational factors exist. The implications for educational practice, as well as future research, were also discussed.

Processus d’apprentissage autorégulé en Théorie de la Musique dans les Ecoles de Musique, en niveau élémentaire, en Slovénie

Le but de cette étude a été de déterminer la façon laquelle les étudiants régulent leur apprentissage en Théorie de la Musique (TM). La recherche se fond sur la théorie socio-cognitive d’apprentissage. Nous avons comme but: d’abord, établir les moyens pour mesurer les processus métacognitifs et d’affection et de motivation dans l’apprentissage de TM, et puis, examiner la relation parmi ces processus. 457 étudiant du 5^ème et 6^ème années de dix écoles de musique, niveau élémentaire, en Slovénie, ont participé de cette étude. Un questionnaire contenant 34 items a été déliné pour mesurer les processus métacognitifs des étudiants et un outre questionnaire, avec 47 items pour mesurer le processus d’affection et de motivation dans l’apprentissage autorégulé en TM. L’analyse des données a montré beaucoup de corrélation avec signifiance statistique entre les facteurs métacognitifs et d’affection et de motivation. Les implications pour les pratiques éducatives, ainsi que pour la recherche future, ont été aussi discutées.

Prozesse selbstbestimmten Lernens von Musiktheorie in Elementarmusikschulen in Slowenien

Ziel der Untersuchung war es zu bestimmen, wie Schüler ihr musiktheoretisches (MT) Lernen regeln. Diese Untersuchung beruht auf einer sozio-kognitiven Theorie des Lernens. Die Untersuchung verfolgte zweierlei: 1. Messinstrumente für (meta)kognitive und affektivmotivationale Lernprozesse zu entwickeln und 2. das Verhältnis zwischen diesen beiden Prozessen zu überprüfen. Insgesamt nahmen 457 Schüler der 5. und 6. Klasse aus zehn verschiedenen Elementarmusikschulen in Slowenien teil. Ein Fragebogen wurde entwickelt mit 34 Items für die (meta)kognitiven Prozesse und 47 Items für die affektiv-motivationalen Prozesse beim MT-Lernen. Die Analyse ergab eine Fülle von statistisch signifikanten Korrelationen zwischen den kognitiven und affektiv-motivationalen Faktoren. Folgerungen für die Unterrichtspraxis wie für die künftige Forschung werden erörtert.

Procesos de aprendizaje autorregulado en teoría musical en una escuela elemental de música en Eslovenia

El propósito de este estudio fue determinar cómo el alumnado regulaba su aprendizaje en Teoría Musical (TM). La investigación tomaba como base la teoría sociocognitiva del aprendizaje. El objetivo de esta investigación era doble: primero, diseñar instrumentos de medida de los procesos (meta) cognitivos y afectivo-motivadores en el aprendizaje de la TM y, segundo, examinar las relaciones entre estos procesos. En el estudio participaron un total de 457 estudiantes de quinto y sexto cursos. Un primer cuestionario constaba de 34 ítems diseñados para medir los procesos (meta) cognitivos del alumnado y el otro de 47 encaminados a medir los procesos afectivo-motivadores de los estudiantes durante su aprendizaje autorregulado en TM. El análisis demostró la existencia de numerosas correlaciones estadísticamente significativas entre factores (meta) cognitivos y afectivo-motivadores. Se debaten además las implicaciones para la práctica educativa así como futuras investigaciones posibles.

Keywords

affective-motivational processes (meta)cognitive processes music theory self-regulated learning

Get full access to this article

View all access options for this article.

References

Boekaerts, M. ( 1997). Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers and students. Learning and Instruction,7(2), 161-186.

Ericsson, K.A. , Krampe, R.T. , & Tesch-Roemer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100, 63-406.

Garcia, T. , & Pintrich, P.R. (1994). Regulating motivation and cognition in the classroom: The role of self-schemas and self-regulatory strategies . In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 127-153). Hillsdale, NJ: Erlbaum.

Gruson, L.M. ( 1988). Rehearsal skill and musical competence: Does practice make perfect? In J. A. Sloboda (Ed.), Generative processes in music: The psychology of performance, improvisation and composition (pp. 91-112). Oxford: Clarendon Press.

Hallam, S. ( 1995). Professional musicians’ approaches to the learning and interpretation of music. Psychology of Music, 23, 11-128.

Hallam, S. ( 2001). The development of metacognition in musicians: Implication for education. British Journal of Music Education, 18(1), 27-39.

Hallam, S. ( 2006). Music Psychology in Education. London : Institute of Education, University of London.

Hofer, B.K. , Yu, S.L. , & Pintrich, P.R. (1998). Teaching college students to be self-regulated learners. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspective (pp. 57-85). Mahwah, NJ: Erlbaum.

Kuret, P. , Bajde, M. , Lorber, A. , & Ignjatovič, Ž. (2003). Glasba, glasbena pripravnica, predšolska glasbena vzgoja, ples, plesna pripravnica: izobraževalni programi, predmetniki, učni načrti. [Music, preparatory music classes, pre-school music education, dance, preparatory dance classes: Educational programs, subjects, curriculum]. Ljubljana: Ministrstvo za šolstvo, znanost in šport, Zavod za šolstvo RS .

10.

McCormic, J. , & McPherson, G. ( 2003). The role of self-efficacy in a musical performance examination: An exploratory structural equation analysis. Psychology of Music, 31(1), 37-51.

11.

McPherson, G.E. ( 2005). From child to musician: skill development during the beginning stages of learning an instrument. Psychology of Music, 33 (1), 5-35.

12.

McPherson, G. , & McCormic, J. ( 1999). Motivational and self-regulated learning components of music practice. Bulletin of the Council for Research in Music Education 141, 98-102.

13.

McPherson, G.E. , & Renwick, J.M. ( 2001). A longitudinal study of self-regulation in children’s musical practice. Music Education Research, 3(2), 169-186.

14.

Nielsen, S.G. ( 1999). Learning Strategies in Instrumental Music. British Journal of Music Education, 16(3), 275-291.

15.

Nielsen, S. ( 2001). Self-regulating learning strategies in instrumental music practice. Music Education Research, 3(2), 55-86.

16.

Paris, S.G. , & Newman, R.S. ( 1990). Developmental aspect of self-regulated learning. Educational Psychologist, 25, 87-102.

17.

Pečjak, S. , & Košir, K. (2003). Pojmovanje in uporaba učnih strategij pri samoregulacijskem učenju pri učencih osnovne šole [Comprehension and application of learning strategies at self-regulated learning in elementary school students]. Psihološka obzorja, 12(4), 49-70.

18.

Peklaj, C. ( 2001). Metacognitive, affective-motivational processes in self-regulated learning and students’ achievement in native language. Psihološka obzorja, 10(3), 7-19.

19.

Peklaj, C. , & Pečjak, S. (2002). Differences in students’ self-regulated learning according to their achievement and sex. Studia psychologica, 44, 29-43.

20.

Pintrich, P.R. , & De Groot, E.V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.

21.

Pintrich, P.R. , & Schunk, D.H. ( 2002). Motivation in Education: Theory, Research and Application (2nd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.

22.

Pokay, P. , & Blumenfeld, P.C. (1990). Predicting achievement early and late in the semester: The role of motivation and use of learning strategies. Journal of Educational Psychology, 82(1), 51-59.

23.

Smith, B.P. ( 2005). Goal orientation, implicit theory of ability and collegiate musical instrument music practice. Psychology of Music, 33(1), 36-57.

24.

Winne, P.H. , & Perry, N.E. ( 2000). Measuring self-regulated learning. In M. Boekaerts , P. R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation (pp. 532-564). San Diego, CA: Academic Press.

25.

Zimmerman, B.J. ( 1998). Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective practice (pp. 1-19). New York: The Guilford Press.

26.

Zimmerman, B.J. ( 2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: theoretical perspectives (pp. 1-37). Mahwah, NJ: Erlbaum.

27.

Zimmerman, B.J. , & Martinez-Pons, M. (1988). Construct validation of strategy model of student self-regulated learning. Journal of Educational Psychology, 80, 284-290.

28.

Zimmerman, B.J. , & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82(1), 51-59.

29.

Zimmerman, B.J. , & Schunk, D.H. ( 2001). Reflection on theories on self-regulated learning and academic achievement. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: theoretical perspectives (pp. 289-307). Mahwah, NJ: Erlbaum.

Processes of self-regulated learning in music theory in elementary music schools in Slovenia

Abstract

Keywords

Get full access to this article

References