Music ETDs

Publication Date

Fall 9-14-2024

Abstract

I explored the self-regulated learning (SRL) perceptions and beliefs of pre-service music teachers in the United States. Through a quantitative survey, I investigated participants' SRL skills, their beliefs about students' SRL, and how these factors varied across gender, year in program, and primary area.

Pre-service music teachers possess high levels of SRL, particularly in motivation. However, their beliefs about SRL varied, with some believing it is crucial for student achievement while others downplayed its importance. Gender differences were observed, with female participants reporting lower learning dependency. Year in program and primary area had limited impact on SRL skills and beliefs.

Future researchers should delve deeper into how SRL skills are acquired, and how they relate to students' self-selection of music education as a career path

Degree Name

Music

Level of Degree

Masters

Department Name

Department of Music

First Committee Member (Chair)

Olivia Tucker

Second Committee Member

Emily Moss

Third Committee Member

Geoffrey Harman

Language

English

Keywords

Music education, self regulation, SRL, study

Document Type

Thesis

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