Fostering self-regulated practice: Development and testing of an internet-based practice intervention for teritary piano students

背景追求音乐事业的高等音乐专业学生在实践中投入了数千个小时(Macnamara&Maitra，2019)，但许多学生无法有效地利用这些时间(McPherson等人，2019年)。为了有效地练习，学生必须学会使用目标设定、战略规划和自我评估等技能来自我调节他们的练习，然而这些技能在音乐学院很少教授(McPherson等人，2017)。一些研究旨在通过教授这些关键的自我调节过程来改善高等教育学生的练习(Clark&Williamon，2011；Hatfield，2016；Kegelaers&Oudejans，2020；Miksza等人，2018)。虽然这些研究已经证明了教授这些技能的可行性，但它们有一个严重的局限性：这些干预措施并不普遍，主要是由于财务成本、时间限制以及无法获得专家提供适当的课程。基于互联网的干预(IBI)可以解决这些问题。不需要专家在场，学生可以在自己的时间里学习，结果和遵守情况可以很容易地监测(Miller等人，2021年)。IBIS已被证明在临床心理学中是有效的(Miller等人，2021年)。据报道，针对音乐家的在线健康课程(Su等人)。2012年；Wijsman等人，2019年)，但用于音乐实践的IBI仍未被开发。本博士学位的目的是开发和评估针对大专钢琴学生的此类干预。它将由三个主要研究组成：1)现有干预措施的回顾；2)基于证据的IBI的发展；3)一旦IBI被试点测试，在随机对照试验(RCT)中对IBI的评估。研究1：证据收集目的和方法研究1的目的是收集IBI将基于的证据。将调查以下研究问题(RQ)：RQ1。大专音乐专业的学生目前有哪些个人练习的支持？RQ2。哪些策略可以促进有效的练习，以及如何在IBI中最好地实施这些策略？RQ1将通过对音乐学院课程的调查来回答，其中包括一份关于支持练习的课程的问卷。RQ2将在关于有效实践、实践干预和不同领域的IBI的文献综述中得到回答。研究2：IBIAims和方法的发展在RQ1和RQ2的回答的基础上，我将开发IBI。基于Ford和Arvinen-Barrow(2019)的系统评估，我预计IBI将持续9周。研究3a：试点研究目的将评估IBI的可接受性，并将根据参与者的反馈改进IBI。设计将采用多策略方法。数据将在干预前和干预后收集，包括问卷、练习日记、访谈、表演评估和练习录音。参与者RNCM的三名钢琴表演学生在干预前和干预后接受的材料调查将包括音乐中的自我调节学习问卷(Hatfield等人，2017)、音乐表演自我效能问卷(Ritchie&Williamon，2011)、修订的肯尼音乐表演焦虑量表(Kenny，2009)和修订的运动动机量表(Pelletier等人，2013)，通过在干预前和干预后将一周的练习时间和持续时间写在练习日记中来记录练习数量。他们将被要求在干预前和干预后进行一项快速学习任务，在这项任务中，他们将在连续两天的两个小时内学习一段固定曲目，并进行录音表演。在每次练习后，他们将被问及他们的目标、战略和自我评估。将对成绩单和练习录音进行分析，以确定练习质量，而表演将通过

BackgroundTertiary music students pursuing a musical career invest thousands of hours in practice (Macnamara & Maitra, 2019) but many students are unable to use this time effectively (McPherson et al., 2019). To practise effectively, students must learn to self-regulate their practice using skills such as goal setting, strategic planning, and self-evaluation, yet these are rarely taught at conservatories (McPherson et al., 2017).Several studies have aimed to improve tertiary students' practice by teaching these key self-regulatory processes (Clark & Williamon, 2011; Hatfield, 2016; Kegelaers & Oudejans, 2020; Miksza et al., 2018). While these studies have demonstrated the feasibility of teaching these skills, they have a crucial limitation: such interventions are not widely available, largely due to financial cost, time constraints, and the unavailability of experts to deliver appropriate courses.An internet-based intervention (IBI) could address these issues. No experts would need to be present, students could learn in their own time, and outcomes and adherence could be monitored easily (Miller et al., 2021). IBIs have been shown to be effective in clinical psychology (Miller et al., 2021). Online health courses for musicians have been reported (Su et al. 2012; Wijsman et al., 2019) but an IBI for music practice remains unexplored.The aim of this PhD is to develop and evaluate such an intervention for tertiary piano students. It will consist of three main studies: 1) a review of existing interventions; 2) the development of an evidence-based IBI; 3) an evaluation of the IBI in a randomised-controlled trial (RCT), once the IBI has been pilot-tested.Study 1: Evidence gatheringAims and methodsThe purpose of Study 1 is to amass the evidence on which the IBI will be based. The following research questions (RQ) will be investigated:RQ1. What support for individual practice is currently available to tertiary music students?RQ2. What strategies can promote effective practice and how can they can best be delivered in an IBI?RQ1 will be answered via a survey of music conservatory curricula including a questionnaire on programmes to support practice. RQ2 will be answered in a literature review on effective practice, practice interventions, and IBIs in various domains.Study 2: Development of IBIAims and methodsOn the basis of the answers to RQ1 and RQ2, I will develop the IBI. Based on a systematic review by Ford and Arvinen-Barrow (2019), I expect the IBI to nine-weeks long.Study 3a: pilot studyAims The acceptability of the IBI will be evaluated, and the IBI will be improved on the basis of participants' feedback. DesignA multi-strategy approach will be used. Data will be collected pre- and post-intervention, and include questionnaires, practice diary, interviews, performance evaluations, and practice recordings.ParticipantsThree piano performance students at RNCM.MaterialsQuestionnaires administered pre- and post-intervention will include the Self-Regulated Learning in Music Questionnaire (Hatfield et al., 2017), the Self-Efficacy for Musical Performing Questionnaire (Ritchie & Williamon, 2011), the revised Kenny Music Performance Anxiety Inventory (Kenny, 2009), and the revised Sport Motivation Scale (Pelletier et al., 2013), adapted for motivation for music.ProcedureParticipants will record practice quantity by writing the time and duration of practice sessions for a week in a practice diary at pre- and post-intervention. They will be asked to undertake a quick study task at both pre- and post-intervention, in which they will learn a set piece in two hours over two consecutive days for a recorded performance. They will be asked about their goals, strategies, and self-evaluation in a structured interview after each practice session. Transcripts and practice recordings will be analysed to determine practice quality, while performances will be evaluated by an