Self-regulation and Self-efficacy in the Construction of Performance in Piano
Based on the Social Cognitive Theory, this work aimed to measure the self-regulation and self-efficacy of undergraduate and graduate students stricto sensu, in the performance construction activity, and to establish a comparison considering the levels of education, age, years of experience and hours...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade Federal de Goiás (UFG) |
| Repositorio: | Revista Música Hodie (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.revistas.ufg.br:article/65981 |
| Acceso en línea: | https://revistas.ufg.br/musica/article/view/65981 |
| Access Level: | acceso abierto |
| Palabra clave: | Autorregulação. Autoeficácia. Performance musical. |
| Sumario: | Based on the Social Cognitive Theory, this work aimed to measure the self-regulation and self-efficacy of undergraduate and graduate students stricto sensu, in the performance construction activity, and to establish a comparison considering the levels of education, age, years of experience and hours of study. It is a field research, descriptive, with an almost exploratory character and data collection online. 93 pianists participated, students from seven higher education institutions from different regions of Brazil. The results showed the profile of self-regulation and self-efficacy at different levels of training, with significant differences in the comparison by level of education, age and hours of study per day. The research had relevant implications for the pedagogy of performance. |
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