A Longitudinal Study of Self-regulation in Children's Musical Practice

By Gary E. McPherson, James Renwick. 2001

237 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Music

View Paper: https://www.semanticscholar.org/paper/7815ecd26a735c96ef224db981c8787c27c4287a

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Citations in the corpus

Exploring music practice among sixth-grade band and orchestra students (2006, methodology): “Our findings would seem to corroborate those of other researchers (Barry, 1990, 1991, 1992; Gruson, 1988; McPherson, 2000–01; McPherson and Renwick, 2001), who suggest that while inexperienced instrumentalists generally do not use a strategic approach to practice, certain individuals may begin to…”
Self-regulation and music learning: A systematic review (2016, methodology): “Each study was combed for instances of associations between variables identified in the research questions and self-regulatory processes as operationalized in McPherson and Zimmerman (2011), McPherson and Renwick (2011) and Zimmerman (2000).”
When quantity is not enough: Disentangling the roles of practice time, self-regulation and deliberate practice in musical achievement (2015, background): “Scholars have found that beginner musicians often do not have enough self-regulation skills to practise formally and that 90% of their practice time could be considered to be informal, thus less effective (McPherson & Renwick, 2001).”
Self-regulation strategies used by student musicians during music practice (2008, background): “There is some indication that young beginning instrumentalists do not demonstrate any systematic plan during their individual practice sessions (McPherson and Renwick 2001 ; Pitts, Davidson, and McPherson, ‘Developing effective practice strategies’ 2000).”
An expert performance approach to the study of individual differences in self-regulated learning activities in upper-level college students (2012, background): “In contrast, observational studies of children, who are told to practice alone, show that the children do not engage in deliberate practice and seem to keep repeating errors in an almost mindless manner (McPherson & Renwick, 2001).”
The Development of a Measure of Self-Regulated Practice Behavior for Beginning and Intermediate Instrumental Music Students (2012, background): “McPherson and Renwick (2001) found, across a 3-year study, that participants tended to play straight through music material without recognizing errors and exhibited a great degree of distracted behavior.”
From child to musician: skill development during the beginning stages of learning an instrument (2005, background): “It has also been reaffirmed subsequently in case study analyses of the home practice habits of children involved in this study (Pitts et al., 2000; McPherson and Renwick, 2001; McPherson and Zimmerman, 2002).”
Interest and choice: student-selected repertoire and its effect on practising behaviour (2002, background): “Clarissa was also one of a sub-sample of children who videotaped their home practice sessions (for an overview, see McPherson & Renwick, 2001).”