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Abstract
The purpose of this research is to evaluate the effects of a self-regulated learning practice strategy curriculum (SRL–PSC) on 30 high school instrumentalists’ performance achievement, self-efficacy, practice behaviors, and self-perceptions of practice behaviors. The curriculum included peer collaboration, verbal mediation, group discussion, and goal-setting. Results of this research revealed that participation in the SRL–PSC enhanced self-efficacy, F(1,19) = 14.86, p = .001, and perceived music practice behaviors such as strategy usage and thoughtful intent, F(1,19) = 4.78, p = .041. Implications from this research suggest that offering students opportunities to employ a self-regulated application of practice strategies may enhance musical independence supporting lifelong learning.
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