Relationships Between Daily Practice Time, Attributions and Performance Level in Instrument Education

Relationships Between Self-Regulated Learning, Big Five Personality Traits, and Amount of Instrument Practice

“…Significant relationships between the performance achievements of the preservice music teachers and the amount of instrument practice time, their personality traits (conscientiousness), and their use of self-regulated learning strategies in terms of instrument practice were also found. Those who tended to commit to more daily instrument practice time also tended to have greater performance achievement scores, which is a finding that is consistent with the results of previous research (Jørgensen, 2002; Özmenteş, 2012). Jørgensen (2002) found that conservatory musicians who received “excellent” performance test assessments reported significantly more study time than those who received only “good” grades.…”

“…Jørgensen (2002) found that conservatory musicians who received “excellent” performance test assessments reported significantly more study time than those who received only “good” grades. Similarly, Özmenteş (2012) reported that the daily instrument practice times varied as a function of instrument achievement grades. According to their study, the grades of the students who practice their instruments for less than 1 hour a day differed significantly from the grades of the students who practice their instruments more (Özmenteş, 2012).…”

“…Similarly, Özmenteş (2012) reported that the daily instrument practice times varied as a function of instrument achievement grades. According to their study, the grades of the students who practice their instruments for less than 1 hour a day differed significantly from the grades of the students who practice their instruments more (Özmenteş, 2012). Hallam et al (2012) reported that as expertise develops, the amount of time learners devote to study increases.…”

“…Although previous studies have examined the relationships between instrument performance and practice time (Jørgensen, 2002; Özmenteş, 2012), the relationships between personality and self-regulated learning (Bidjerano & Dai, 2007; Bruso et al, 2020; Dörrenbächer & Perels, 2016), and the relationships between personality and achievement (Babakhani, 2014), the relationships between all these variables have not been examined in a single framework. In addition, there is no study examining the relationships of Big Five personality traits with self-regulated learning, achievement, and practice time among preservice music teachers.…”

“…Therefore, instrumental musicians spend a significant amount of time on individual practice in order to acquire and develop the necessary musical skills and abilities (Ersozlu & Miksza, 2015;Miksza, 2007). Although some studies focusing on the relationship between the amount of instrument practice time and instrument performance showed a positive relationship between these two variables (Jørgensen, 2002;Özmenteş 2012;Sloboda et al, 1996;Wagner, 1975), others reported no such relationship (Miksza, 2006;Williamon & Valentine, 2000). However, the quality of the practice plays an important role, as does the quantity, in terms of improving instrument performance (Hallam et al, 2012;Krampe & Ericsson, 1996).…”