Self-Regulation and Musical Learning: Examining the Relationship Between Music Homework Practice, Self-Efficacy, Delay of Gratification, and Help Seeking

• In Event: Student Participation and Motivation in Music Education

Abstract

This study examined self-regulatory behaviors of 153 fifth to twelfth grade students’ while they were doing music homework. Data was collected using the following assessments: self-efficacy, self-regulation, intrinsic motivation, anxiety, help-seeking, perceived responsibility, delay of gratification, academic delay of gratification, and teacher assessment. First, it was expected an association between the variables. Second, it was expected that students’ practice of music, frequency of doing music homework, and teacher’s rating of the students’ quality of preparation for music activities, are mediated by students’ self-regulation, intrinsic motivation, delay of gratification, self-efficacy, music anxiety, and help seeking. The findings supported the research objectives. Music practice and music homework are related to students motivational beliefs, and use of self-regulatory strategies.

Authors

• Darshanand Ramdass, The Graduate Center - CUNY

• Hefer Bembenutty, Queens College - CUNY