Predicting preservice music teachers' performance success in instrumental courses using self-regulated study strategies and predictor variables

被引：6

作者：

Ersozlu, Zehra N. ^{[1
]}

Nietfeld, John L. ^{[2
]}

Huseynova, Lale ^{[3
]}

机构：

[1] Gaziosmanpasa Univ, Curriculum & Instruct, TR-60150 Tokat, Turkey

[2] North Carolina State Univ, Curriculum Instruct & Counselor Educ, Raleigh, NC USA

[3] Cumhuriyet Univ, Fac Fine Arts, Mus Sci, Sivas, Turkey

来源：

MUSIC EDUCATION RESEARCH | 2017年 / 19卷 / 02期

关键词：

Performance success in instrumental courses; preservice music teachers; self-regulated learning; studying strategies; academic success in theoretical courses; LEARNING COMPONENTS; ACHIEVEMENT; STUDENTS; GOALS;

D O I：

10.1080/14613808.2015.1092508

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The purpose of this study was to examine the extent to which self-regulated study strategies and predictor variables predict performance success in instrumental performance college courses. Preservice music teachers (N=123) from a music education department in two state universities in Turkey completed the Music Self-Regulated Studying Strategies Survey (MSRSSS) developed from theoretical models of self-regulation in music. The MSRSSS displayed a three-factor solution that included strategies related to planning, monitoring, and evaluation stages of study. An examination of psychometric properties revealed evidence for scale reliability and validity. Multiple regression analyses indicated that monitoring but not planning was a statistically significant predictor of performance success in instrumental performance courses over and above the effects of Grade Point Average (GPA). Evaluation strategies were also significant in predicting performance success in instrumental courses but with an inverse relationship. Besides, academic success in theoretical courses as a predictor variable was the strongest predictor of performance success in instrumental courses. Findings and implications for music education are discussed.

引用

页码：123 / 132

页数：10

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