738
Views
7
CrossRef citations to date
0
Altmetric
Articles

Student experiences with studio instruction

, , , &
Pages 410-437 | Received 18 Sep 2015, Accepted 30 May 2016, Published online: 12 Jul 2016

References

  • Abrami, P. C., V. Venkatesh, W. Varela, and L. Lysenko. 2012. The Student Learning Strategies Questionnaire, Version 3 (Forms A & B). Unpublished Instrument.  Montreal, QC: Centre for the Study of Learning and Performance.
  • Bandura, A. 1986. Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Bandura, A. 1993. “Perceived Self-efficacy in Cognitive Development and Functioning.” Educational Psychologist 28 (2): 117–148. doi: 10.1207/s15326985ep2802_3
  • Bandura, A. 1997. Self-efficacy: The Exercise of Control. New York: Freeman.
  • Barry, N. H. 2007. “A Qualitative Study of Applied Music Lessons and Subsequent Student Practice Sessions.” Contributions to Music Education 34: 51–65.
  • Barry, N. H., and S. Hallam. 2002. “Practice.” In The Science and Psychology of Music Performance: Creative Strategies for Teaching and Learning, edited by R. Parncutt and G. E. McPherson, 151–166. New York: Oxford University Press.
  • de Bézenac, C., and R. Swindells. 2009. “No Pain, No Gain? Motivation and Self-regulation in Music Learning.” International Journal of Education and the Arts 10 (16): 1–33.
  • Bonneville-Roussy, A., and T. Bouffard. 2015. “When Quantity is Not Enough: Disentangling the Roles of Practice Time, Self-regulation and Deliberate Practice in Musical Achievement.” Psychology of Music 43 (5): 686–704. doi: 10.1177/0305735614534910
  • Bonneville-Roussy, A., G. L. Lavigne, and R. J. Vallerand. 2011. “When Passion Leads to Excellence: The Case of Musicians.” Psychology of Music 39 (1): 123–138. doi:10.1177/0305735609352441.
  • Brokaw, J. P. 1982. “The Extent to Which Parental Supervision and Other Selected Factors Are Related to Achievement of Musical and Technical-physical Characteristics by Beginning Instrumental Music Students.” Unpublished PhD diss., University of Michigan.
  • Canadian Tri-Council. 2010. Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans (TCPS2). Ottawa, ON: Canadian Institutes of Health Research, Natural Sciences and Engineering Research Council of Canada, Social Sciences and Humanities Research Council of Canada.
  • Cheema, J. R. 2014. “A Review of Missing Data Handling Methods in Education Research.” Review of Educational Research 20 (1): 1–22. doi:10.3102/0034654314532697.
  • Creech, A. 2009. “Teacher-Parent-Pupil Trios: A Typology of Interpersonal Interaction in the Context of Learning a Musical Instrument.” Musicae Scientiae 13 (2): 387–413. doi: 10.1177/102986490901300208
  • Creech, A. 2012. “Interpersonal Behavior in One-to-One Instrumental Lessons: An Observational Analysis.” British Journal of Music Education 29 (3): 387–407. doi: 10.1017/S026505171200006X
  • Creech, A., and S. Hallam. 2003. “Parent-Teacher-Pupil Interactions in Music Tuition: A Literature Review.” British Journal of Music Education 20 (1): 29–44. doi:10.1017/S0265051702005272.
  • Creech, A., and S. Hallam. 2011. “Learning a Musical Instrument: The Influence of Interpersonal Interaction on Outcomes for School-aged Pupils.” Psychology of Music 39 (1): 102–122. doi: 10.1177/0305735610370222
  • Crozier, G. 1999. “Parental Involvement: Who Wants It?” International Studies in Sociology of Education 9 (3): 219–238. doi: 10.1080/09620219900200045
  • Davidson, J. W., M. J. A. Howe, D. G. Moore, and J. A. Sloboda. 1996. “The Role of Parental Influences in the Development of Musical Performance.” British Journal of Developmental Psychology 14: 399–412. doi: 10.1111/j.2044-835X.1996.tb00714.x
  • Davidson, J. W., M. Howe, and J. Sloboda. 1997. “Environmental Factors in the Development of Musical Performance Skill in the First Twenty Years of Life.” In The Social Psychology of Music, edited by D. J. Hargreaves and A. C. North, 188–203. Oxford: Oxford University.
  • Deci, E. L., and R. M. Ryan. 1985. Intrinsic Motivation and Self-determination in Human Behavior. New York: Plenum.
  • Deci, E. L., and R. M. Ryan. 2002. Handbook of Self-determination Research. Rochester, NY: University of Rochester Press.
  • Dignath, C., G. Büttner, and H. P. Langfeldt. 2008. “How Can Primary School Students Learn Self-regulated Learning Strategies Most Effectively? A Meta-analysis on Self-regulation Training Programmes.” Educational Research Review 3 (2): 101–129. doi: 10.1016/j.edurev.2008.02.003
  • Eccles, J. S., and A. Wigfield. 2002. “Motivational Beliefs, Values, and Goals.” Annual Review of Psychology 53: 109–132. doi: 10.1146/annurev.psych.53.100901.135153
  • Ericsson, K. A. 1997. “Deliberate Practice and the Acquisition of Expert Performance: An Overview.” In Does Practice Make Perfect? Current Theory and Research on Instrumental Practice, edited by H. Jørgensen and A. C. Lehmann, 9–51. Oslo: Norges musikkhøgskole.
  • Ericsson, K. A., R. T. Krampe, and C. Tesch-Römer. 1993. “The Role of Deliberate Practice in the Acquisition of Expert Performance.” Psychological Review 100: 363–406. doi: 10.1037/0033-295X.100.3.363
  • Green, L. 2002. How Popular Musicians Learn: A Way Ahead for Music Education. Burlington, VT: Ashgate.
  • Hadwin, A. F., and M. Oshige. 2011. “Self-regulation, Co-regulation, and Socially-shared Regulation: Exploring Perspectives of Social in Self-regulated Learning Theory.” Teachers College Record 113 (2): 240–264.
  • Hallam, S. 1998. “The Predictors of Achievement and Drop Out in Instrumental Tuition.” Psychology of Music 26 (2): 116–132. doi: 10.1177/0305735698262002
  • Hallam, S. 2001. “The Development of Metacognition in Musicians: Implications for Education.” The British Journal of Music Education 18 (1): 27–39. doi: 10.1017/S0265051701000122
  • Hallam, S. 2011. “What Predicts Level of Expertise Attained, Quality of Performance, and Future Musical Aspirations in Young Instrumental Players?” Psychology of Music 41 (3): 267–291. doi:10.1177/0305735611425902.
  • Hallam, S., T. Rinta, M. Varvarigou, A. Creech, I. Papageorgi, T. Gomes, and J. Lanipekun. 2012. “The Development of Practising Strategies in Young People.” Psychology of Music 40 (5): 652–680. doi:10.1177/0305735612443868.
  • Jaffurs, S. 2004. “The Impact of Informal Music Learning Practices in the Classroom, or, How I Learned to Teach From GarageBand.” International Journal of Music Education 22: 189–200. doi: 10.1177/0255761404047401
  • Jørgensen, H. 2004. “Strategies for Individual Practice.” In Musical Excellence: Strategies and Techniques to Enhance Performance, edited by A. Williamon, 85–104. New York: Oxford University Press.
  • Kennell, R. 2002. “Systematic Research in Studio Instruction.” In The Handbook of Research in Music Teaching and Learning, edited by R. Colwell and C. Richardson, 243–256. New York: Oxford University Press.
  • Lehmann, A. C., and K. A. Ericsson. 1997. “Research on Expert Performance and Deliberate Practice: Implications for the Education of Amateur Musicians and Music Students.” Psychomusicology 16: 40–58. doi: 10.1037/h0094068
  • Madsen, C. 2004. “A 30-year Follow-up Study of Actual Applied Music Versus Estimated Practice.” Journal of Research in Music Education 52: 77–88. doi: 10.2307/3345526
  • Martin, A. J. 2008. “Motivation and Engagement in Music and Sport: Testing a Multidimensional Framework in Diverse Performance Settings.” Journal of Personality 76 (1): 135–170. doi: 10.1111/j.1467-6494.2007.00482.x
  • McCormick, J., and G. E. McPherson. 2003. “The Role of Self-efficacy in a Musical Performance Examination: An Exploratory Structural Equation Analysis.” Psychology of Music 31 (1): 37–51. doi: 10.1177/0305735603031001322
  • McCormick, J., and G. E. McPherson. 2007. “Expectancy-value Motivation in the Context of a Music Performance Examination.” Musicae Scientiae, Special Issue 11 (2): 37–52. doi: 10.1177/10298649070110S203
  • McPherson, G. E. 2012. “Using Self-regulation to Unlock Musical Success.” In Art in Motion II, edited by A. Mornell, 225–240. Frankfurt am Main: Peter Lang Internationaler Verlag der Wissenschaften.
  • McPherson, G. E., J. W. Davidson, and R. Faulkner. 2012. Music in Our Lives: Redefining Musical Development, Ability and Identity. Oxford: Oxford University Press.
  • McPherson, G. E., and J. McCormick. 2000. “Contribution of Motivational Factors to Instrumental Performance in a Music Examination.” Research Studies in Music Education 15: 31–39. doi: 10.1177/1321103X0001500105
  • McPherson, G. E., and J. McCormick. 2006. “Self-efficacy and Music Performance.” Psychology of Music 34 (3): 322–336. doi: 10.1177/0305735606064841
  • McPherson, G. E., and J. M. Renwick. 2001. “A Longitudinal Study of Self-regulation in Children’s Musical Practice.” Music Education Research 3: 169–186. doi: 10.1080/14613800120089232
  • McPherson, G. E., and J. M. Renwick. 2011. “Self-regulation and Mastery of Musical Skills.” In Handbook of Self-regulation of Learning and Performance, edited by B. J. Zimmerman and D. H. Schunk, 327–347. New York: Routledge.
  • McPherson, G. E., and B. J. Zimmerman. 2002. “Self-regulation of Musical Learning: A Social Cognitive Perspective.” In The New Handbook of Research on Music Teaching and Learning, edited by R. Colwell and C. Richardson, 234–248. New York: Oxford University Press.
  • McPherson, G. E., and B. J. Zimmerman. 2011. “Self-regulation of Musical Learning: A Social Cognitive Perspective on Developing Performance Skills.” In MENC Handbook of Research on Music Learning, Volume 2: Applications, edited by R. Colwell and P. Webster, 130–175. New York: Oxford University Press.
  • Miksza, P. 2006. “Relationship Among Impulsiveness, Locus of Control, Gender, and Music Practice.” Journal of Research in Music Education 54 (4): 308–323. doi: 10.1177/002242940605400404
  • Miksza, P. 2007. “An Investigation of Observed Practice Behaviors, Self-reported Practice Habits, and the Performance Achievement of High School Wind Players.” Journal of Research in Music Education 55 (4): 359–375. doi: 10.1177/0022429408317513
  • Miksza, P. 2011. “Relationships Among Achievement Goal Motivation, Impulsivity, and the Music Practice of Collegiate Brass and Woodwind Players.” Psychology of Music 39 (1): 50–67. doi: 10.1177/0305735610361996
  • Miksza, P. 2012. “The Development of a Measure of Self-regulated Practice Behavior for Beginning and Intermediate Instrumental Music Students.” Journal of Research in Music Education 59 (4): 321–338. doi: 10.1177/0022429411414717
  • Nielsen, S. G. 1999. “Regulation of Learning Strategies During Practice: A Case Study of a Single Church Organ Student Preparing a Particular Work for a Concert Performance.” Psychology of Music 27 (2): 218–229. doi: 10.1177/0305735699272015
  • Nielsen, S. G. 2004. “Strategies and Self-efficacy Beliefs in Instrumental and Vocal Individual Practice: A Study of Students in Higher Music Education.” Psychology of Music 32 (4): 418–431. doi: 10.1177/0305735604046099
  • Nielsen, S. G. 2008. “Achievement Goals, Learning Strategies, and Instrumental Performance.” Music Education Research 10 (2): 235–247. doi: 10.1080/14613800802079106
  • Niemiec, C. P., and R. M. Ryan. 2009. “Autonomy, Competence, and Relatedness in the Classroom: Applying self-determination Theory to Educational Practice.” Theory and Research in Education 7 (2): 133–144.
  • Renwick, J. M. 2008. “Because I Love Playing My Instrument: Young Musicians’ Internalized Motivation and Self-regulated Practising Behaviour.” Unpublished doctoral diss., University of New South Wales.
  • Renwick, J., and G. E. McPherson. 2009. “Multiple Motives: Profiles of Young Australians’ Reasons for Musical Engagement.” In Proceedings of the International Symposium on Performance Science, edited by A. Pretty and R. Buck, 469–474. Utrecht, The Netherlands: AEC.
  • Ryan, R. M., and E. L. Deci. 2000. “Self-determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-being.” American Psychologist 55: 68–78. doi: 10.1037/0003-066X.55.1.68
  • Ryan, R. M., and E. L. Deci. 2009. “Promoting Self-determined School Engagement: Motivation, Learning, and Well-being.” In Handbook of Motivation at School, edited by K. R. Wentzel and A. Wigfield, 171–195. New York: Routledge.
  • Sameroff, A. 2010. “A Unified Theory of Development: A Dialectic Integration of Nature and Nurture.” Child Development 81 (1): 6–22. doi: 10.1111/j.1467-8624.2009.01378.x
  • Sosniak, L. A. 1985. “Learning to be a Concert Pianist.” In Developing Talent in Young People, edited by B. S. Bloom, 477–506. New York: Ballantine.
  • Upitis, R., P. C. Abrami, J. Brook, and M. King. Forthcoming. “ Parental Involvement in Children’s Independent Music Lessons.” Music Education Research. doi:10.1080/14613808.2016.1202220.
  • Varela, W., P. C. Abrami, and R. Upitis. 2014. “Self-regulation and Music Learning: A Systematic Review.” Psychology of Music, doi:10.1177/0305735614554639.
  • Weiner, B. 1986. An Attributional Theory of Motivation and Emotion. New York: Springer.
  • Weiner, B. 1992. Human Motivation: Metaphors, Theories, and Research. Newbury Park, CA: Sage.
  • Young, W., G. Weckman, and W. Holland. 2011. “A Survey of Methodologies for the Treatment of Missing Values Within Datasets: Limitations and Benefits.” Theoretical Issues in Ergonomics Science 12 (1): 15–43. doi: 10.1080/14639220903470205
  • Zdzinski, S. 1996. “Parental Involvement, Selected Student Attributes, and Learning Outcomes in Instrumental Music.” Journal of Research in Music Education 44: 34–48. doi: 10.2307/3345412
  • Zhukov, K. 2009. “Effective Practicing: A Research Perspective.” Australian Journal of Music Education 1: 3–12.
  • Zimmerman, B. J. 2000. “Attaining Self-regulation a Social Cognitive Perspective.” In Handbook of Self-regulation, edited by M. Boekaerts, P. R. Pintrich, and M. Zeidner, 13–39. New York: Academic Press.
  • Zimmerman, B. J. 2011. “Motivational Sources and Outcomes of Self-regulated Learning and Performance.” In Handbook for Self-regulation of Learning and Performance, edited by B. J. Zimmerman and D. H. Schunk, 49–64. New York: Routledge.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.