Peistaraite Ugne, Clark Terry
Centre for Performance Science, Royal College of Music, London, United Kingdom.
Faculty of Medicine, Imperial College London, London, United Kingdom.
Front Psychol. 2020 Nov 10;11:568760. doi: 10.3389/fpsyg.2020.568760. eCollection 2020.
Self-regulated learning (SRL) is the degree to which students are metacognitively, motivationally, and behaviourally active participants in their own learning process. It involves the self-regulation of cognitive, behavioural, and affective processes. SRL holds significant potential for enhancing practise and achievement. Although affect is acknowledged as one of the three fundamental processes in SRL, there is limited research investigating it. However, emotions have been found to influence SRL efficiency while emotion regulation (ER) can impact learning outcomes. Thus, this study sought to investigate how ER processes relate to SRL among professional musicians who perform Western classical music. Four forms of regulation (reappraisal, suppression, rumination, repression) were examined in relation to the SRL three-phase model. Professional musicians ( = 334) of 39 nationalities (age: 18-66; [ = 28]; female = 215; male = 119) completed a survey comprising the Self-Regulated Learning in Music Questionnaire, the Emotion Regulation Questionnaire, and demographic items. A significant positive correlation emerged between SRL and reappraisal, and significant negative correlations emerged between SRL and the other three processes. Further multiple linear regression analysis revealed that reappraisal, practise hours, and expertise accounted for 26% of the variance in SRL. Finally, a factorial (2 × 2 × 2) ANOVA yielded significant group differences on ER as a function of gender, expertise, and occupation. Results suggest that reappraisal can enhance the use of SRL in musicians, thus highlighting the potential utility in considering ER as part of SRL. These results suggest that by including training on emotion regulation strategies within musicians' educational institutions and workplaces, efficiency and engagement in SRL can be enhanced. This could produce more effective learning strategies and outcomes, together with higher musical achievements.
自我调节学习（Self-Regulated Learning，SRL）指的是学生在元认知、动机和行为方面积极参与自身学习过程的程度。它涉及认知、行为和情感过程的自我调节。自我调节学习在提高实践能力和学习成绩方面具有巨大潜力。虽然情感被认为是自我调节学习的三个基本过程之一，但对其进行研究的文献有限。然而，研究发现情绪会影响自我调节学习的效率，而情绪调节（Emotion Regulation，ER）会对学习成果产生影响。因此，本研究旨在探讨在演奏西方古典音乐的专业音乐家中，情绪调节过程与自我调节学习之间的关系。研究检验了与自我调节学习三阶段模型相关的四种调节形式（重新评价、抑制、沉思、压抑）。来自39个国家的334名专业音乐家（年龄：18 - 66岁；[平均年龄 = 28岁]；女性 = 215人；男性 = 119人）完成了一项调查，该调查包括音乐自我调节学习问卷、情绪调节问卷和人口统计学项目。自我调节学习与重新评价之间呈现出显著的正相关，而自我调节学习与其他三个过程之间呈现出显著的负相关。进一步的多元线性回归分析表明，重新评价、练习时间和专业技能能够解释自我调节学习中26%的方差变异。最后，一项析因（2×2×2）方差分析得出，在情绪调节方面，根据性别、专业技能和职业存在显著的组间差异。研究结果表明，重新评价可以促进音乐家对自我调节学习的运用，从而凸显了将情绪调节视为自我调节学习一部分的潜在效用。这些结果表明，通过在音乐家的教育机构和工作场所开展情绪调节策略培训，可以提高自我调节学习的效率和参与度。这可能会产生更有效的学习策略和成果，以及更高的音乐成就。
