Practice and Self-Regulated Learning Status of University String Instrument Majors Students in Taiwan

• Main Authors: Huang Wen-Wen, 黃雯雯
• Other Authors: Hsieh Yuan-Mei
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/78d2re

碩士 === 國立臺南大學 === 音樂學系碩士班 === 102 === The purpose of this investigation is to focus on the self-regulated practice of university students who major in string instruments in Departments of Music in Taiwan. The questionnaire includes four parts: time management, practice strategies, seeking information and self-efficacy. The primary purpose of this study was to investigate collegiate string majors’ (N=610) self-regulated behaviors during individual music practice. A researcher-adaptation of Peter Miksza's (2012) "Self-Regulated Practice Behavior Questionnaire”. A total of 828 questionnaires were issued , and the recovery rate is 76.2%, as well as valid rate is 96.6%. Statistical methods by SPSS18.0 software employed in the study were: average, variance, T-test, Pearson’s product-moment correlation and Scheffe method. The analysis of the data reveals the following main conclusions: 1.Most string students spent two hours on practice per day, and there are no significant differences in gender, grade, and majors at their high school level. 2.Most string students practice their instruments five days each week, and there are no significant differences in gender, grade, and majors at their high school level. 3.Most string students practice their instruments one or two times per day, and there are no significant differences in gender, grade, and majors at their high school level. 4.Most string students select various repertoires, and there are significant differences in grades. 5.Most string students spent more practice time on their solo repertoire, and there are significant differences in gender. 6.Most string students experienced distraction during their own practice. 7.Most string students used a variety of strategies to promote their practice. 8.Most string students have a middle degree of seeking information, and there are significant differences in gender. 9.Most string students have a middle degree of self-efficacy, and there are significant differences in gender. 10.There are a significant positive correlation between string students’ self-reported practice habits and string students’ self-regulated learning behaviors According to the conclusions, there are some suggestions for string students, string teachers, and future researchers.