Strategies and self-efficacy beliefs in instrumental and vocal individual practice: a study of students in higher music education

By S. Nielsen. 2004

236 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Experimental and Cognitive Psychology, Music

View Paper: https://www.semanticscholar.org/paper/918711da02fb789b729e6426bed88e031b848b13

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In Cognitive Neuroscience

In Experimental and Cognitive Psychology

In Music

Citations in the corpus

The Development of a Measure of Self-Regulated Practice Behavior for Beginning and Intermediate Instrumental Music Students (2012, methodology): “…2007; Rohwer & Polk, 2006), (d) metacognitive elements of practicing specifically (e.g., Hallam, 2001b; McPherson, 1997; McPherson & McCormick, 1999; Nielsen, 2004), and (e) time use and practicing (e.g., Ericsson, Krampe, & Tesch-Romer, 1993; Madsen & Geringer, 1981; Williamon & Valentine, 2000).”
The Sources of Self-Efficacy (2016, background): “…has revealed various influences on music self-efficacy belief, including differences by gender in contexts of music practice and degree program (Nielsen, 2004), jazz improvisation (Wehr-Flowers, 2006), primary school music (Ritchie & Williamon, 2011), and instrumental performance (Hendricks,…”
Self-determination theory: An approach to motivation in music education (2015, unknown): “, 1997), self-efficacy (Hendricks, 2013; McPherson & McCormick, 2006; Nielsen, 2004), attribution theory (Asmus, 1986a, 1986b; Legette, 1998), and identity development (Davidson & Burland, 2006; Evans & McPherson, 2014, in press; Hargreaves, Macdonald, & Miell, 2012; Hargreaves & Marshall, 2003), am”
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.”
When quantity is not enough: Disentangling the roles of practice time, self-regulation and deliberate practice in musical achievement (2015, background): “In two other studies, Nielsen (2004, 2008) found that the use of cognitive, metacognitive and resource management strategies (e.g. planning, organization, and time management) was positively related to self-efficacy.”
Applying self-regulated learning microanalysis to study musicians’ practice (2019, background): “Research in music to date is most often conducted using large scale surveys (Araújo, 2015; McPherson & McCormick, 1999, 2000; Miksza, 2012; Nielsen, 2004).”
Measuring distinct types of musical self-efficacy (2011, background): “Nielsen (2004) studied 130 music students in higher education in relation to learning and use of practice strategies with the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich et al., 1991).”