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Self-regulated learning in piano pra...

Chung, Jin Won.

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Self-regulated learning in piano practice of middle-school piano majors in Korea.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Self-regulated learning in piano practice of middle-school piano majors in Korea./
Author:	Chung, Jin Won.
Description:	158 p.
Notes:	Source: Dissertation Abstracts International, Volume: 67-02, Section: A, page: 0499.
Contained By:	Dissertation Abstracts International67-02A.
Subject:	Education, Music. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3205330
ISBN:	9780542537264

Self-regulated learning in piano practice of middle-school piano majors in Korea.
Chung, Jin Won.

Self-regulated learning in piano practice of middle-school piano majors in Korea. - 158 p.

Source: Dissertation Abstracts International, Volume: 67-02, Section: A, page: 0499.

Thesis (Ed.D.)--Teachers College, Columbia University, 2006.

This study investigated students' use of self-regulatory learning (SRL) strategies in practice and examined their relationship to performance achievement. A sample of 25 students (12 students from the advanced achievement track and 13 from the lower track) who attended a Korean arts middle school participated in an interview and questionnaire survey.

ISBN: 9780542537264Subjects--Topical Terms:

1017808
Education, Music.

Self-regulated learning in piano practice of middle-school piano majors in Korea.
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020 $a 9780542537264
035 $a (UMI)AAI3205330
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100 1 $a Chung, Jin Won. $3 1918045
245 1 0 $a Self-regulated learning in piano practice of middle-school piano majors in Korea.
300 $a 158 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-02, Section: A, page: 0499.
500 $a Adviser: Harold Abeles.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2006.
520 $a This study investigated students' use of self-regulatory learning (SRL) strategies in practice and examined their relationship to performance achievement. A sample of 25 students (12 students from the advanced achievement track and 13 from the lower track) who attended a Korean arts middle school participated in an interview and questionnaire survey.
520 $a Based on SRL theory, students' responses to the interview were initially categorized into the seven sub-categories of SRL (self-motivation, task-analysis, strategy-control, performance-monitoring, volition-control, self-evaluation, and self-reaction) and analyzed in terms of the variety of strategies used, consistency in adopting each strategy, and students' responsiveness to the questions. Findings suggested that young piano majors adopt diverse strategies, including metacognitive skills for managing their practice process. However, meaningful group differences (92% discrimination) were found, where high achievement students mentioned more strategies and used them more consistently.
520 $a Next, a 40-item questionnaire was developed based on the interview responses. One hundred sixty-two prospective piano major students responded. Factor analysis confirmed all seven sub-categories as factors measuring SRL traits. Meaningful correlations among the seven SRL factors were found. Reliability for the scale was high (.945), and each factor showed respectable reliability (alpha coefficients > .75).
520 $a Structural equation modeling satisfactorily confirmed that the seven SRL factors fall reasonably well into the three-phase SRL structure model of "forethought," "performance-control," and "self-reflection." Students' jury score, evidence of performance achievement, was explained by students' traits of "performance-control" and "self-reflection." Although a direct effect of "forethought" was not found, the three phases of the SRL model are related to each other as a cyclic construct.
520 $a While this study successfully examined students' SRL traits and their relationship to achievement, several suggestions for future research are noted. First, additional study should include more diverse participants than those in the present study. Second, the questionnaire items should be further refined to understand better the SRL function in instrumental learning. Lastly, teachers' role in developing students' SRL should be considered to make teaching, as well as learning, of music more meaningful for both teachers and students alike.
590 $a School code: 0055.
650 4 $a Education, Music. $3 1017808
650 4 $a Education, Secondary. $3 539262
690 $a 0522
690 $a 0533
710 2 0 $a Teachers College, Columbia University. $3 1018028
773 0 $t Dissertation Abstracts International $g 67-02A.
790 1 0 $a Abeles, Harold, $e advisor
790 $a 0055
791 $a Ed.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3205330