Fujimoto Marie, Uesaka Yuri
The Division of Educational Psychology, Graduate School of Education, The University of Tokyo, Tokyo, Japan.
Front Psychol. 2024 Jul 2;15:1401278. doi: 10.3389/fpsyg.2024.1401278. eCollection 2024.
Self-regulated learning-a cyclical process in which a learner sets a goal, monitors, and self-reflects on one's learning to set the next goal-is vital in instrumental learning. However, many conservatory students fail to initiate self-regulated learning; they take lessons passively, practice ineffectively, and fail to give satisfactory performance. These learning experiences could harm students' well-being, and physical and mental health problems are widespread among students. Nevertheless, factors contributing to self-regulated learning remain unknown. We hypothesized that musicians' autonomy in musical interpretation, which we refer to as , plays a pivotal role in self-regulated learning. Without developing interpretation, musicians fail to set personal goals, monitor, and self-evaluate their performances in terms of musicality. Although previous studies imply that interpretation plays a significant role in self-regulated learning, this has not been clearly demonstrated. Studies on interpretive autonomy are scarce due to a complicated discourse surrounding performers' freedom in interpretation. The ideology of underpins the classical music field, and classical music performances are evaluated based on how faithfully a performer interpreted the composer's intention. Yet musicians hold various beliefs regarding the meaning of faithful interpretation, thus the degree of interpretive autonomy cannot be assessed unless its clear definition is provided. In addition, the mechanisms that promote or hinder interpretive autonomy in learning remain unexplained. To address these issues, we proposed a model of internalization by applying self-determination theory. The model defines interpretive autonomy based on internalization types, identifies its effects on musicians' learning behavior and well-being, and reveals the mechanisms that promote or hinder interpretive autonomy in learning experiences. This model allows researchers and educators to assess the degree of interpretive autonomy, attribute impaired learning behavior and well-being to a lack of interpretive autonomy, and promote interpretive autonomy by supporting students' psychological needs in interpretation.
自我调节学习——一个学习者设定目标、监控并对自己的学习进行自我反思以设定下一个目标的循环过程——在工具性学习中至关重要。然而，许多音乐学院的学生未能启动自我调节学习；他们被动地上课，练习效率低下，表现也不尽人意。这些学习经历可能会损害学生的幸福感，身心健康问题在学生中普遍存在。尽管如此，促进自我调节学习的因素仍然未知。我们假设音乐家在音乐诠释中的自主性（我们称之为 ）在自我调节学习中起着关键作用。如果没有发展诠释能力，音乐家就无法设定个人目标，无法根据音乐性监控和自我评价自己的表演。尽管先前的研究表明诠释在自我调节学习中起着重要作用，但这一点尚未得到明确证明。由于围绕表演者诠释自由的复杂论述，关于诠释自主性的研究很少。 意识形态支撑着古典音乐领域，古典音乐表演是根据表演者对作曲家意图的诠释忠实程度来评估的。然而，音乐家们对忠实诠释的含义持有各种不同的看法，因此除非给出明确的定义，否则无法评估诠释自主性的程度。此外，在学习中促进或阻碍诠释自主性的机制仍未得到解释。为了解决这些问题，我们应用自我决定理论提出了一个 内化模型。该模型根据内化类型定义诠释自主性，确定其对音乐家学习行为和幸福感的影响，并揭示在学习经历中促进或阻碍诠释自主性的机制。这个模型使研究人员和教育工作者能够评估诠释自主性的程度，将学习行为受损和幸福感归因于缺乏诠释自主性，并通过支持学生在诠释中的心理需求来促进诠释自主性。
