The Contribution of Motivational Factors to Instrumental Performance in a Music Examination

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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).”
The Development of a Measure of Self-Regulated Practice Behavior for Beginning and Intermediate Instrumental Music Students (2012, methodology): “Self-reports of self-regulation strategies have been shown to be predictive of performance achievement (McPherson & McCormick, 2000).”
Interest and choice: student-selected repertoire and its effect on practising behaviour (2002, result): “In a second study, they found that task value (`Doing well on my instrument is important to me', `Playing my instrument is my favourite activity') also predicted results in externally assessed performance examinations (McPherson & McCormick, 2000).”
The Role of Self-Efficacy in a Musical Performance Examination: An Exploratory Structural Equation Analysis (2003, methodology): “Items were adapted from a research self-report questionnaire that has proved effective in studies of academic learning (Pintrich and De Groot, 1990) and earlier work by the researchers (McPherson and McCormick, 1999, 2000).”