The purpose of this study was to determine whether students' practice efficiency, flow during practicing, and self-efficacy for self-regulation varied as a function of their practice tendencies, their tendencies toward self-evaluation, their self-regulatory tendencies to be self-reflective when practicing, tendencies to exhibit grit in their learning, and their teachers' methods of instruction in practicing. Participants were 52 studio lesson teachers and 241 of their students from 25 large collegiate music programs in the United States. Both the teachers and students represented a diverse range of instruments: flute, oboe, bassoon, clarinet, saxophone, French horn, trumpet, trombone, euphonium, and tuba. The data for this study were self-reports collected via online questionnaires. Findings indicated that of the five predictor variables examined, only two-students' tendencies to exhibit grit in their learning and their tendencies to be reflective about their practicing-were consistently related to the three outcome variables. Furthermore, all outcome variables were significantly related to one another.

Background: Molecular mechanisms associated with frequent relapse of diffuse large B-cell lymphoma (DLBCL) are poorly defined. It is especially unclear how primary tumor clonal heterogeneity contributes to relapse. Here, we explore unique features of B-cell lymphomas -VDJ recombination and somatic hypermutation -to address this question. Results: We performed high-throughput sequencing of rearranged VDJ junctions in 14 pairs of matched diagnosis-relapse tumors, among which 7 pairs were further characterized by exome sequencing. We identify two distinctive modes of clonal evolution of DLBCL relapse: an early-divergent mode in which clonally related diagnosis and relapse tumors diverged early and developed in parallel; and a late-divergent mode in which relapse tumors developed directly from diagnosis tumors with minor divergence. By examining mutation patterns in the context of phylogenetic information provided by VDJ junctions, we identified mutations in epigenetic modifiers such as KMT2D as potential early driving events in lymphomagenesis and immune escape alterations as relapse-associated events. Conclusions: Altogether, our study for the first time provides important evidence that DLBCL relapse may result from multiple, distinct tumor evolutionary mechanisms, providing rationale for therapies for each mechanism. Moreover, this study highlights the urgent need to understand the driving roles of epigenetic modifier mutations in lymphomagenesis, and immune surveillance factor genetic lesions in relapse.

The purpose of this study was to explore the achievement goal motivation orientations of instrumental music students in the US and Singapore. Participants in this study were volunteer band students ( N = 359) from eight American public high schools ( n = 217) and five polytechnics in Singapore ( n = 142). Data were collected via a questionnaire that included measures of (a) the 2 × 2 achievement goal orientation constructs (mastery approach, mastery avoid, performance approach, and performance avoid), (b) flow in band rehearsal, (c) grit in practicing, and (d) commitment to band. Confirmatory factor analyses indicated that the 2 × 2 achievement goal framework specifying four latent variables (mastery approach, mastery avoid, performance approach, performance avoid) was the best relative fit to the data when compared with competing dichotomous and trichotomous models. In contrast to previous research comparing achievement goals of learners from collectivistic and individualistic cultures, no significant differences in achievement goal sub-scale means were found as a function of culture. However, some differentiated patterns of relationship were found between the achievement goal sub-scales and flow, grit, and commitment to band as a function of culture.

The purpose of this study was to review flow research in music contexts from 1975 until the first quarter of 2019. Specifically, frequencies/percentages were calculated for (a) output in five-year periods; (b) publication type; and (c) methodologies employed, including measurement instruments used. Content analyses were also conducted on topics covered. Using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology, a total of 3,341 records were examined, with 95 studies eventually included in the analysis. Findings indicated a steady increase in research output over the last 25 years. Studies overwhelmingly sampled participants from Western populations, especially the United States. The majority of quantitative studies used self-report questionnaires, of which those developed by Jackson and colleagues were most prevalent. Among the qualitative approaches, interviews and observations were the most common means of data collection. Topics covered in the studies reviewed include the psychophysiological aspects of flow, transmission and group experience of flow, the association of flow with a range of positive outcomes, factors that contribute to flow experiences, and flow experiences of young children. Implications for future research were proffered in light of the findings.

The purpose of this study was to test the domain specificity of achievement goals across music, visual art, and sports specializations, as measured by Elliot’s 2 × 2 achievement goal framework. Participants in the study were 103 volunteer student teachers from a teacher training institute in Singapore specializing in music, visual art, and physical education. Data were collected via self-report questionnaires that included measures of (a) the 2 × 2 achievement goal orientation constructs; (b) incremental and entity beliefs among the participants in music, visual art, and sports; and (c) participants’ enjoyment, perceived competence, effort, and tension while being engaged in music, visual art, and sports. MANOVA analyses indicated that (a) achievement goals are domain-specific and are highest in participants’ area of specialization; (b) implicit theories can be generalized across the three specializations, with higher incremental beliefs than entity beliefs reported across all specializations; and (c) enjoyment was highest for those who specialized in that particular area. Finally, mastery-approach goals positively predicted enjoyment in each specialization.