Page 167 - How to Shine on Stage
P. 167

Mieder, K., & Bugos, J. A. (2017). Enhancing self-regulated practice behavior in
               high school instrumentalists. International Journal of Music Education, 35(4),
               578–587.
           Miklaszewski, K. (1989). A case study of a pianist preparing a musical
               performance. Psychology of Music, 17(2), 95–109.
           Miksza, P. (2009). Relationships among impulsivity, achievement goal motivation,
               and the music practice of high school wind players. Bulletin of the Council for
               Research in Music Education, 180, 9–27.
           Miksza, P. (2011). A review of research on practicing: Summary and synthesis
               of the extant research with implications for a new theoretical orientation.   165
               Bulletin of the Council for Research in Music Education, 190, 51–92.
           Miksza, P. (2012). The development of a measure of self-regulated practice
               behavior for beginning and intermediate instrumental music students.
               Journal of Research in Music Education, 59(4), 321–338.
           Miksza, P. (2015). The effect of self-regulation instruction on the performance
               achievement, musical self-efficacy, and practicing of advanced wind players.   Literature
               Psychology of Music, 43(2), 219–243.
           Miksza, P., & Tan, L. (2015). Predicting collegiate wind players’ practice
               efficiency, flow, and self-efficacy for self-regulation: An exploratory study of
               relationships between teachers’ instruction and students’ practicing. Journal
               of Research in Music Education, 63(2), 162–179.
           Mills, J. (2004). Working in music: Becoming a performer-teacher. Music Education
               Research, 6(3), 245–261.
           Mills, J., & McPherson, G. (2006). Musical literacy: Reading traditional clef
               notation. In G. McPherson (Ed.), The child as musician: A handbook of musical
               development (pp. 177–191). Oxford University Press.
           Miranda, D. (2020). The emotional bond between neuroticism and music.
               Psychomusicology: Music, Mind, and Brain, 30(2), 53–63.
           Mirković Radoš, K. (2010). Psihologija muzike. Zavod za udžbenike.
           Mirković Radoš, K., Kovačević, P., Bogunović, B., Ignjatović, T., & Acić, G.
               (2003). Psychological foundations of success in learning music at elementary
               school age. In R. Kopiez, A. Lehmann, I. Wolther, & C. Wolf (Eds.),
               Proceedings of the 5th Triennial Conference of the European Society for the Cognitive
               Sciences of Music (ESCOM) (pp. 261–419). Institute for Research in Music
               Education.
           Mishra, J. (2016). Rhythmic and melodic sight reading interventions: Two meta-
               analyses. Psychology of Music, 44(5), 1082–1094.
           Monk, A. (2013). Symbolic interactionism in music education: Eight strategies for
               collaborative improvisation. Music Educators Journal, 99(3), 76–81.
           Mönks, F. J. (1992). Development of gifted children: The issue of identification
               and programming. In F. J. Mönks & W. A. M. Peters (Eds.), Talent for the
               future (pp. 191–202). Van Gorcum.
           Montello, L. (1992). Exploring the causes and treatment of music performance
               stress: A Process-oriented group music therapy approach. In R. Spintge & R.
               Droh (Eds.), Music medicine (Vol. 1, pp. 284–297). MMB Music.
   162   163   164   165   166   167   168   169   170   171   172