Self-regulating Learning Strategies in Instrumental Music Practice

By S. Nielsen. 2001

178 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Experimental and Cognitive Psychology, Music

View Paper: https://www.semanticscholar.org/paper/1d506792aa9b58bdea16f7e230724f551cf15c35

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In Cognitive Neuroscience

In Experimental and Cognitive Psychology

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Citations in the corpus

Seeing the Big Picture: Piano Practice as Expert Problem Solving (2003, unknown): “Advanced students appear to be more like the pianist in our study, using the formal structure to organize practice from the start (Miklaszewski, 1989; Nielsen, 1999, 2001).”
Self-regulation strategies used by student musicians during music practice (2008, methodology): “Both Nielsen (2001) and Hallam (2001b) were able to identify student application of self-regulating strategies, including planning, monitoring and evaluation during music practice.”
The development of practising strategies in young people (2012, background): “There may be individual differences in preferences for analytic or intuitive approaches to learning music which are unrelated to the level of expertise (Hallam, 1995b; Lisboa, Williamon, Zicari, & Eiholzer, 2005; Nielsen, 2001; Winold, Thelen, & Ulrich, 1994).”
Music Performance Research at the Millennium (2003, background): “…may help students to develop skills in thinking independently and reflecting on their practice and performance; in other words, to learn appropriate strategies for practice and performance (cf. Hallam, 1997a, 1997c; McPherson and McCormick, 1999; Nielsen, 1999b, 2001: see the Practice section).”
Exploring music practice among sixth-grade band and orchestra students (2006, background): “Recently, there has been increased interest in studying self-regulated learning in conjunction with individual music practice (McPherson and Renwick, 2001; McPherson and Zimmerman, 2002; Nielsen, 2001).”
A degree of independence: teachers' approaches to instrumental tuition in a university college (2005, background): “Addressing skills associated with independence, Nielsen (2001, 2004) has researched the self-regulating learning strategies used by advanced conservatoire students, and Hallam (2001) the development of metacognitive skills as instrumentalists progress from novice to expert.”
Measuring self-regulation in a learning context: Reliability and validity of the Self-Regulation of Learning Self-Report Scale (SRL-SRS) (2012, unknown): “Vol. 10, No. 1, March 2012, 24–38 2001; Kirschenbaum, Ordman, Tomarken, & Holtzbauer, 1982; Kitsantas & Zimmerman, 2002; Nielsen, 2001; Nota, Soresi, & Zimmerman, 2004; Pintrich & De Groot, 1990; Schunk, 2005).”
Strategies and self-efficacy beliefs in instrumental and vocal individual practice: a study of students in higher music education (2004, background): “…and vocal practice of advanced students and musicians that takes account of musicians as active participants responsible for their own learning (see Chaffin and Imreh, 1997; Ginsborg, 1999, 2000, 2002; Gruson, 1981; Hallam, 1992, 1995, 2000; Miklaszewski, 1989; Nielsen, 1999a, 1999b, 2001).”