Self-regulation of musical learning

By Gary E. McPherson, B. Zimmerman. 2002

152 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Experimental and Cognitive Psychology, Music

View Paper: https://www.semanticscholar.org/paper/d947fbeff6c8ed3e5b579cc78763e6efcaba962d

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In Cognitive Neuroscience

In Experimental and Cognitive Psychology

In Music

Citations in the corpus

Exploring music practice among sixth-grade band and orchestra students (2006, background): “While there is some evidence that developing instrumentalists are equipped with the necessary physical tools for effective practice, less is known about how students select or structure their practice environment (McPherson and Zimmerman, 2002).”
Interest and choice: student-selected repertoire and its effect on practising behaviour (2002, background): “…frequency, and intensity of their instrumental practice, the extent to which they are able to self-regulate their motivational, emotional, and cognitive states has a large impact on the effectiveness of their learning (Boekaerts, 1997; McPherson & Renwick, 2001; McPherson & Zimmerman, 2002).”
Evaluation of a Mental Skills Training Program for Musicians (2011, background): “Highlighted as a key moderator in the effectiveness of musicians’ practice (Jørgensen, 2004; McPherson & Zimmerman, 2002), Hallam (2001a) found that musicians with greater levels of experience employ higher levels of strategy use than less experienced musicians.”
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).”
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).”