Motivational and self-regulated learning components of musical practice

Abstract

A self-report questionnaire was administered to I 90 pianists immediately before they undertook a graded, externally assessed music performance examination in order to examine possible relationships between self-regulatory (i.e., cognitive strategy use, self-regulation) and motivational (intrinsic value, anxiety/confidence) components of learning and the quantity and content of musical practice. Factor analytic solutions were consistent with theoretical constructs. Regression analysis suggested that the quantity of practice in the month leading up to the performance examination was related to the amount of technical work the subject reported practising plus the level of anxiety they experienced immediately before entering the examination. Regression analyses also revealed a consistent pattern across three components of musical practice with a finding that subjects who reported greater amounts of practice on Informal/Creative Activities (i.e., playing by ear and improvising), Repertoire (new unlearned pieces, older familiar pieces) and Technical Work (i.e., using a warm-up routine, practising scales/arpeggios, studies, etudes and sightreading) tended to be more cognitively engaged while practising and express more intrinsic interest in learning their instrument. This finding provides preliminary evidence of the importance of certain types of cognitive engagement to efficient musical practice. Recommendations for future research include extending the study to examine relationships between a greater range of cognitive mediational processes that may influence achievement in musical performance.