Page 53 - How to Shine on Stage

succeed in achieving set goals. The choice of music profession is largely
driven by internal motivation (Dews & Williams, 1989), which, from a
developmental point of view, often originates from external motivation.
Music educators significantly contribute to this process by their exam-
ple and educational approaches (Kohut, 1992). While achievement mo-
tivation matters in achieving success according to external criteria, the
self-actualization motive, representing the need for a fulfilment of per-
sonal potential, should be taken into account in achieving success ac-
cording to internal criteria (Maslow, 1954, in Kobal & Musek, 2009). 51

2.1.6 Self-Regulation
Another important factor in the success of musical performance is
self-regulation. The latter has a direct as well as an indirect impact on
performance. It will become apparent that self-regulation touches on
the points already covered. It is primarily associated with motivation
and performance self-efficiency. It will also be addressed in the follow-
ing chapters, in terms of direct regulation at the physical, emotional, and
mental levels present before walking on stage.
Self-regulated learning is the main goal of the modern educational Indirect Factors of Musical Performance Success
process. Essentially, it is about making the student an active participant
in learning, so that they regulate the learning. The role of the teacher in
this process is to provide the child with some basic knowledge and ap-
propriate learning strategies, and to monitor the child, guide them, and
offer them feedback in the later stages of the educational process. This
requires a lot of flexibility from both parties.
In music education, especially in the learning of instruments,
self-regulated learning has always been the basic mechanism of the edu-
cational process. The adequacy of home practice, which is the main part
of learning an instrument, depends precisely on the adoption of self-reg-
ulation mechanisms. The main determinants of progress in learning any
piece are the learner themselves, the methods available to them, and
their motivation. The teacher can only direct the student, but cannot un-
dertake the student’s work. The learning of instruments is mostly based
on independent work, which is why individual self-regulation is so im-
portant. Self-regulation in music education is also relevant to the teach-
ing of the music theory, which has been examined by Barbara Smolej
Fritz (2007) in her doctoral dissertation.
The change in addressing self-regulation in music education over
the last decade is reflected in the increased focus on the role of motiva-
tion, whereas previously the attention was concentrated mostly on the