Self-Regulation of Musical Learning: A Social Cognitive Perspective on Developing Performance Skills

By Gary E. McPherson, B. Zimmerman. 2011

149 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7999469fc951115c418da1b4586d5b728d06d929

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Citations in the corpus

When quantity is not enough: Disentangling the roles of practice time, self-regulation and deliberate practice in musical achievement (2015, background): “We believe that this process is cyclical, with motivation (which derives from perceived competence) predicting practice, which in turn predicts performance, and successful performance leads to greater perceived competence and motivation, and so on (see also McPherson & Zimmerman, 2002).”
Applying self-regulated learning microanalysis to study musicians’ practice (2019, methodology): “One of the challenges of teaching music performance is how to encourage developing musicians to develop into autonomous learners (Hoyle & Dent, in press; McPherson & Zimmerman, 2011).”
The Development of a Measure of Self-Regulated Practice Behavior for Beginning and Intermediate Instrumental Music Students (2012, methodology): “Music teachers could consider the theoretical model proposed by McPherson and Zimmerman (2002) when designing rehearsal plans.”
The role of psychological needs in ceasing music and music learning activities (2013, background): “Second, the research focuses mainly on expert performance, which may represent qualitatively different motivational needs from normal populations, especially young developing musicians (McPherson & Zimmerman, 2002).”
Self-regulation and music learning: A systematic review (2016, methodology): “Finally, additional studies were handpicked by scanning the reference sections of included articles and three core texts (McPherson & Renwick, 2011; McPherson & Zimmerman, 2011; Zimmerman, 2000).”
The role of parents in children's musical development (2009, background): “…theory is that socializing processes, such as vicarious or direct reinforcement by others or modelled or guided help from more knowledgeable others, act to reinforce appropriate behaviours that over time allow children to monitor and control their own learning (McPherson & Zimmerman, 2002).”
The Sources of Self-Efficacy (2016, background): “…their thought processes rather than coercing action, scholars have suggested that teachers can provide students with enduring cognitive tools that will guide them in decision-making processes throughout their lives (Bandura, 1997; McPherson & Zimmerman, 2002; Zimmerman, Bonner, & Kovach, 1996).”