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|Title:||Self-concept and music: making waves in education|
|Citation:||Making sound waves: diversity, unity, equity: Proceedings of the 18th National Conference of the Australian Society for Music Education, held at the Gold Coast, Queensland, 2-5 July, 2011 / E. Mackinlay and D. Forrest (eds.): pp.113-117|
|Publisher:||Australian Society for Music Education|
|Conference Name:||Australian Society for Music Education National Conference (18th : 2011 : Gold Coast, Queensland)|
|Abstract:||This paper explores various aspects pertaining to self-concept, with a particular emphasis on self-efficacy and self-regulation and the impact that self-beliefs may have upon learning and achievement. Such beliefs can determine how much effort is applied and whether effort is maintained. It is well recognised that strategies for self-regulation can be developed and can assist with sustaining effort, particularly in the face of difficulties. Self efficacy beliefs and self-regulatory processes are strong factors that can be significant in how individuals choose tasks, persist with them, and achieve outcomes. Enjoyment is also a feature of the learning process which may be perceived as having a positive effect on achievement outcomes. As an area of the curriculum, Music provides many opportunities for students to be self-determined which may have the potential to transfer to other areas of learning. Teachers can assist students to develop self-regulatory strategies, and they can also plan learning, which seeks to optimize enjoyment in the learning process.|
|Keywords:||Music students; music instruction and study research; autonomy (psychology); music teachers attitudes|
|Rights:||© Australian Society for Music Education Incorporated 2011|
|Appears in Collections:||Music publications, scores & recorded works|
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