The primary purpose of the study was to explore the current situation of Chinese music majors’ self-regulated learning (SRL) in the individual music practice context. Two undergraduate piano players’ music practice profiles were collected using SRL microanalysis protocols and follow-up semi-structured interviews. The results have shown: (1) there were obvious differences between the two Chinese music majors’ before, during, and after their practice sessions; (2) both participants’ SRL during music practice could be enhanced by developing advanced practice strategies (including metacognitive and mental strategies); (3) music majors’ SRL has been influenced by Chinese culture when seeking help from teachers and in self-attribution; (4) the SRL microanalysis can effectively obtain specific contextualized information regarding music majors’ behavior, cognition, and affect during their practice in the Chinese context. This study reflects the Chinese music majors’ current situation in terms of self-regulated music practice and provides insights useful to understanding the practices of students influenced by Chinese culture and improving them to achieve higher levels of self-regulated music practice.
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