Self-regulated learning processes in the practice and performance of advanced musicians

Author(s)

Camilla dos Santos Silva

• Document type: Doctoral Thesis
• Press: Campinas, SP.
• Institution: Universidade Estadual de Campinas (UNICAMP). Instituto de Artes
• Defense date: 2023-12-14

Examining board members

Carlos Fernando Fiorini; Rosane Cardoso de Araújo; Clarissa Gomes Foletto; Diana Santiago da Fonseca; Emerson Luiz de Biaggi; Evely Boruchovitch

• Advisor: Carlos Fernando Fiorini; Fabio Scarduelli

Abstract

This thesis aimed to investigate the metacognitive processes that advanced musicians employ in their daily instrumental practice while preparing for musical performance. These processes were discussed in light of the Social Cognitive Theory within the construct of Self-Regulated Learning. Self-regulation refers to "self-generated thoughts, feelings, and actions that are planned and cyclically adapted to attaining personal goals" (Zimmerman, 2000, p. 14). The central hypothesis of this thesis is that advanced musicians adopt self-regulatory behaviors in their daily practice even without having theoretical information about the construct. This hypothesis relies on the analysis of results obtained so far from the literature. After identifying gaps, such as the need to investigate these results with samples from Lusophone cultural contexts, four studies investigated self-regulation processes in advanced students and professional musicians. The first study is a systematic review of the literature on musical practice and self-regulation of advanced musicians. The second study has an observational design and investigated the musical practice habits of music undergraduates, with data collected through a focus group. The third study investigated changes in self-regulatory processes during participation in an online music challenge. The fourth descriptive-correlational study explored the self-regulatory processes of advanced Brazilian and Portuguese musicians, replicating the questionnaire developed by Araújo (2016) and testing the scale's robustness in investigating self-regulation in the sample. The results suggest that our hypothesis can be partially confirmed because, although the studied population employs actions to achieve their musical practice and performance objectives, there is a divergence between the conceptions of learning strategies and the awareness of the need to monitor and adapt them (AU)

• FAPESP's process: 18/20809-2 - Self-regulated learning strategies involved in advanced music performance: a case study based on social-cognitive theory
• Grantee: Camilla dos Santos Silva
• Support Opportunities: Scholarships in Brazil - Doctorate