Effects of a self-regulation worksheet on the self-regulatory behavior, self-efficacy, and performance of novice adult musicians

This presentation was delivered by Laura Ritchie at the International Symposium for Performance Science in Reykjavik, Iceland on 1 September, 2017. The video of the live presentation is available on https://chiplayer.cloud.panopto.eu/Panopto/Pages/Viewer.aspx?id=df210e04-8ecc-4de1-a2a0-a44058d4d107

Transcript

1. Effects of a self-regula*on worksheet on the self-regulatory behavior, self-efficacy, and performance of novice adult musicians Professor Laura Ritchie Dr Phil Kearney @laura_ritchie @kearney_phil
2. Learning from other domains Sport & Music: Image CC BY-ND by Eric Wong Image CC BY-NC-ND by eye/see
3. Literature base? •  Review of research Self-regulaHon and music learning: SystemaHc review (Varela, Abrami, & UpiHs, 2014) •  gathered studies up to 2011 •  Zimmerman •  McPherson (music) •  Looking beyond one discipline: •  ApplicaHons of self-regulated learning across diverse disciplines (BembenuWy, Cleary, & Kitsantas, 2013) Image CC BY by Morten Oddvik
4. Image CC BY NC-ND by Marco MarHnelli
5. Self-regulated Learning Students Initiate Choose Enact Learning Image CC BY-NC by Derek Bruff
6. Self-efficacy ‘A person’s beliefs about their capabilities to accomplish a specific, criterial task’ (Bandura) Influenced by: 1. Mastery experiences 2. Vicarious experiences 3. Verbal persuasion 4. Physiological symptoms Image CC BY by James Lee
7. People Image CC-BY by jar [away]
8. Measurements: Pre & Post Performance Tests 1.  Scale & Twinkle 2.  Scale, Two pieces: Minuet 2 & Own choice QuesHonnaires: 1.  Self-efficacy 2.  Social validaHon 3.  PracHce diaries/worksheets 4.  Semi-structured interviews Image CC BY by David Lofink
9. Interven*on: ParHcipants divided into groups (4) All chose a stringed instrument Tasks: Placebo: Listen to music Experimental: Complete SRL worksheet Image CC-BY-SA by kiera.chan
10. Lessons •  Weekly lessons •  In groups •  Controlling for factors: – Same Teacher, Room, Content (lesson plan) •  Lessons randomly observed by RA for consistency Image CC-BY by Andrew Sutherland
11. Worksheet:
12. Worksheet:
13. Posture: •  Are you siFng/standing tall? •  Have you checked in a mirror? •  Are your shoulders square over your hips? Fingering: •  Have you ‘set up’ the hand? •  Have you checked the octave? (top finger matches next lowest string) •  Remember your finger spacing. •  Sing the notes in your head, so you know what sound you are expec*ng to come out of the instrument. Worksheet ‘Cue Card’: Image CC BY by Refracted Moments
14. Results: Self-efficacy for Learning At outset (same Hme as performance assessment): Placebo group: Higher Self-efficacy for Learning (Median = 68.5, IQR = 9.75) IntervenHon group: (Median = 56, IQR = 13.5) Z = 2.006, p = 0.045, r = 0.55 •  No significant differences between groups at end of study Image CC BY-ND by Søren Øxenhave
15. 792.5 minutes 290 minutes Par*cipa*on Results: Image CC By by Marcin Krawczyk Placebo Interven*on
16. Results: Performance At the outset? At the end? Image CC By-SA by oddharmonic Image CC BY-ND by Jeremy Salmon
17. Results: Social Valida*on ü All valued improvement in performance ü All considered changes in their playing to be significant ü All were very saHsfied with the teaching But… •  None rated their ‘tasks’ either useful or not useful.
18. Benefits of interven*on? Five experimental group specifically highlighted the benefits prompted by the intervenHon: “good for thinking about focus” (parHcipant i4) Two parHcipants idenHfied reflecHve pracHce: “I thought it [the interven*on] was really useful because it allowed me to reflect on what I was doing, and it also gave focus to a par*cular prac*ce session as opposed to siFng down and just hiFng the thing” (parHcipant i8) __________________________________________________ One placebo group member menHoned a focus for their pracHce in their exit interview
19. Exit interviews: “just more paperwork” (parHcipant i1) “ar*ficial” (parHcipant i2) “tedious” (parHcipant i3). “But that’s [following the intervenHon’s instrucHons to focus on specific elements] not what I really wanted to do and someHmes I would find it terribly frustraHng and just play a few pieces…It frustrated my learning to be honest with you. I can see how that structure would be very useful for some people. SomeHmes it did make me stop and think, but generally it made me stop and get annoyed.” (parHcipant i2)
20. Implica*ons: •  Learned people? •  Transfer is possible but not assumed •  SRL is invaluable •  Half the pracHce Hme. •  Other aspects of learning? •  PLAY •  Peer learning (pracHce buddies) •  ExploraHon: so Learning as Discovery = Ownership •  Needed to experience the SRL behaviours first to then apply in pracHce.
21. Limita*ons? …to fix for next 6me •  Small numbers •  ONLY worksheet pracHce •  Other data to collect… •  SEP: Pre and post •  SRL: 1.  Introduce specific strategies 2.  Assess through direct measures 3.  Assess at check points during Study Image CC BY-NC by C Steele
22. Image above CC BY-NC-ND by Tom Ducat-White Image Lev CC BY-ND by vanessa.p. Professor Laura Ritchie l.ritchie@chi.ac.uk @laura_ritchie Dr Phil Kearney @kearney_phil