Abstract
Self-regulated learning (SRL) is the degree to which students are metacognitively, motivationally, and behaviourally active participants in their own learning process. It involves the self-regulation of cognitive, behavioural, and affective processes. SRL holds significant potential for enhancing practise and achievement. Although affect is acknowledged as one of the three fundamental processes in SRL, there is limited research investigating it. However, emotions have been found to influence SRL efficiency while emotion regulation (ER) can impact learning outcomes. Thus, this study sought to investigate how ER processes relate to SRL among professional musicians who perform Western classical music. Four forms of regulation (reappraisal, suppression, rumination, repression) were examined in relation to the SRL three-phase model. Professional musicians (N = 334) of 39 nationalities (age: 18–66; [M = 28]; female = 215; male = 119) completed a survey comprising the Self-Regulated Learning in Music Questionnaire, the Emotion Regulation Questionnaire, and demographic items. A significant positive correlation emerged between SRL and reappraisal, and significant negative correlations emerged between SRL and the other three processes. Further multiple linear regression analysis revealed that reappraisal, practise hours, and expertise accounted for 26% of the variance in SRL. Finally, a factorial (2 × 2 × 2) ANOVA yielded significant group differences on ER as a function of gender, expertise, and occupation. Results suggest that reappraisal can enhance the use of SRL in musicians, thus highlighting the potential utility in considering ER as part of SRL. These results suggest that by including training on emotion regulation strategies within musicians’ educational institutions and workplaces, efficiency and engagement in SRL can be enhanced. This could produce more effective learning strategies and outcomes, together with higher musical achievements.
Highlights
The domain of music performance is a demonstrative environment in which to study emotions in learning
Following the need to investigate the role of emotions within Self-regulated learning (SRL) processes among musicians and building upon prior research which suggests that emotion regulation (ER) is part of SRL, the aim of this study is to understand the role of ER processes and their relationship to the ability to self-regulate one’s learning among Western classical musicians
The influential role of emotions and emotion regulation in relation to SRL processes and learning outcomes has been examined within academic performance domains yet remains under-researched in relation to Western classical musicians
Summary
The domain of music performance is a demonstrative environment in which to study emotions in learning. Success depends on a series of interrelated factors, such as the listener’s affinity for the repertoire (Thompson, 2007), perception of the performer’s behaviour (Waddell and Williamon, 2017) and attractiveness (Wapnick et al, 2000; Griffiths, 2010), acoustics, and stereotyping (Davidson and Edgar, 2003). These factors can bring incredibly intense emotions when performing but during the preparation phase as well (Jones, 2012). While the role of emotion within musicians’ learning and practise settings is yet to be explored, research in educational psychology has revealed that students in learning settings “experience a rich diversity of emotions . . . [which] are significantly related to students motivation, learning strategies, cognitive resources, self-regulation, and academic achievement” (Pekrun et al, 2002, p. 91)
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