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EJ915582 - Processes of Self-Regulated Learning in Music Theory in Elementary Music Schools in Slovenia

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ERIC #:	EJ915582
Title:	Processes of Self-Regulated Learning in Music Theory in Elementary Music Schools in Slovenia
Authors:	Fritz, Barbara Smolej; Peklaj, Cirila
Descriptors:	Learning Theories; Music Education; Music; Educational Practices; Measures (Individuals); Foreign Countries; Cognitive Processes; Epistemology; Music Theory; Metacognition; Grade 5; Grade 6; Questionnaires; Learning Motivation; Affective Behavior; Correlation; Student Attitudes; Elementary School Students
Source:	International Journal of Music Education, v29 n1 p15-27 Feb 2011
More Info: Help Peer Reviewed:	Yes
Publisher:	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Date:	2011-02-00
Pages:	13
Pub Types:	Journal Articles; Reports - Research
Abstract:	The aim of our study was determine how students regulate their learning in music theory (MT). The research is based on the socio-cognitive theory of learning. The aim of our study was twofold: first, to design the instruments for measuring (meta)cognitive and affective-motivational processes in learning MT, and, second, to examine the relationship between these processes. A total of 457 fifth- and sixth- grade students from 10 different elementary music schools in Slovenia participated in the study. A questionnaire consisting of 34 items was designed to measure the student's (meta) cognitive processes and a 47-item questionnaire to measure students' affective-motivational processes of self-regulated learning in MT. Analysis showed that a lot of statistically significant correlations between (meta)cognitive and affective-motivational factors exist. The implications for educational practice, as well as future research, were also discussed. (Contains 1 table.)
Abstractor:	As Provided
Reference Count:	29

Note:	N/A
Identifiers:	Slovenia
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0255-7614
Audiences:	N/A
Languages:	English
Education Level:	Elementary Education; Grade 5; Grade 6
Direct Link:	http://dx.doi.org/10.1177/0255761410389658

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