Page 54 - How to Shine on Stage

cognitive and metacognitive components. The teacher’s task is to teach
a student effective practice strategies and to afterwards only regularly
correct the student and to introduce them to strategies for solving spe-
cific problems in new pieces, while the main actor in the self-regulating
process is the student themselves. Until the age of 10, when the abstract
thinking capacity develops to enable metacognition, it is the teachers and
parents who, by example and encouragement, model effective self-reg-
ulation strategies. Their function is also motivational, as they provide a
52 degree of guidance and encouragement to the learner at all times. Grad-

ually, the learners themselves assume more responsibility for strategic
learning. It is evident that self-regulation is the foundation of learning a
musical instrument and that it has a long tradition in music education,
How to Shine on Stage on the working definition, stating that the self-regulated learner learns
with regard to the examination of musical practice.
There are several definitions of self-regulated learning. I concentrate

primarily for themselves and believes that learning is an activity subject
to continuous improvement, requiring self- motivation and goal-oriented
behaviour, and that metacognitive activity is also required for learning
(Zimmerman, 1986, in Schunk & Zimmerman, 1998). Self-regulated
students differ from their peers in that they set goals, closely monitor
their progress, and use cognitive and metacognitive strategies (Schunk
& Zimmerman, 1994, in Schunk & Zimmerman, 1998). Schunk and
Zimmerman (1996, in Schunk & Zimmerman, 1998) argue that there
are two fundamental origins of self-regulation, namely the social origin
(mainly parents, teachers and peers) and the opportunity for independ-
ent practice and development.
After the initial introduction of the concept, I identify such mecha-
nisms in instrument learning using a four-component model of self-regu-
lation (Hofer et al., 1998). The self-regulated learning model assumes an
interactive relationship between cognitive and motivational processes. It
identifies both knowledge (cognition and metacognition) as well as cog-
nitive and metacognitive strategies as cognitive processes. It considers
belief motivation and motivational strategies as motivational processes.

2.1.6.1 Cognition and Metacognition
Cognitive processes can be defined as processes involved in action, verbal or
non-verbal activities which indicate the processing of information (Peklaj,
2000). Cognition operates between the subject and the information. Cogni-
tive structure includes declarative and procedural knowledge. Declarative
knowledge is knowledge of things, it answers the question of “what” and