The relationships between self-regulated learning,affective components and performance level in instrumental practice

The purpose of the present research is the determining the level of selfregulated learning in instrumental practice, self-efficacy towards music ability, attitudes towards instrumental practice and instrumental performance and examining the relationship between those variables. Other purpose of the present research is, examining the relationship between those variables and students? personal variables. The sample consisted in conservatory students studying in ?zmir and Ankara and, music education students studying in ?zmir and Ankara, totaling 380. In the study, ?The Self-Regulation In Instrumental Practice Scale? (=.89), ?The Self-Efficacy Scale Towards Musical Ability? (=.90), ?The Attitude Scale Towards Instrumental Practice? (=.95) and an interwiev protocol called as ?The Self- Regulated Learning Strategies Using In Instrumental Practice? that developed by researcher in 2007 is used. In the research, the data were analyzed by ANOVA, t, Scheffe tests, correlation and multiple regression analysis. There are significant differences between students? self-regulated learning levels in instrumental practice and their ages (p<.05), amount of daily practice times (p<.001), and schools (p<.001). There are significant differences between students? self-efficacy levels towards musical ability and their gender (p<.05), amount of daily practice times (p<.001), instrument experiences (p<.05), and schools (p<.001). There are significant differences between students? attitudes level towards instrumental practice and their ages (p<.05), ), amount of daily practice times (p<.001), and schools (p<.001). There are significant differences between students? instrumental performance level and only amount of daily practice times (p<.001). The highest positive relationship is between attitudes towards instrumental practice and self-regulated learning in instrumental practice (r=.76). Nonetheless, the lower relationship is between self-regulated learning in instrumental practice and instrumental performance (r=22). Besides, when self-efficacy towards musical ability and instrumental performance are statistically fixed, attitudes towards instrumantal practice accounts only for %67 of the variance in self-regulated learning in instrumental practice. And it has been shown that there are significant relationships between daily instrumental practice time and students? ages, instrumental experiences, and schools (p<.001). Besides, it has been shown that students use the self-regulated learning strategies which includes pre-performance, performance control and performance evaluation phases and the affective components such as, motivation, attitudes, interests, task value beliefs and self-efficacy accompanies the cognitive and metacognitive components during instrumental practice