Page 60 - How to Shine on Stage

In learning an instrument, regulation strategies are most evident in
the correction of observed mistakes. This is done systematically during
practice, little by little. We slow the pace considerably and only gradual-
ly approach the one we aimed to achieve.

2.1.6.3 Motivational Beliefs
Although I have already addressed motivation in a separate chapter, I
58 will also present motivational beliefs and strategies in this section, given
that it forms an important part of self-regulated learning.
In the context of motivational beliefs, it is particularly important to
highlight the importance of self-knowledge, meaning one’s knowledge of
their own weaknesses and strengths, self-efficacy beliefs regarding the
How to Shine on Stage in learning, personal interests, and academic achievement assessment
performance of certain academic tasks and disciplines, goal orientation
(Garcia & Pintrich, 1994, in Hofer et al., 1998).
Self-knowledge includes one’s awareness of their own strategies for
learning and motivation, and an awareness of the relative effectiveness of
these strategies. From this knowledge about oneself, one can learn to bet-
ter adapt one’s own learning and make appropriate changes in the strate-
gies used (Butler & Winne, 1995, in Hofer et al., 1998). The suitability of
strategies to meet personal goals or preferences should also be considered.
Once again, this type of knowledge of one’s own strategic preferences
combined with the knowledge of the relative effectiveness of the strategies
used helps one to achieve better adaptability and self-regulation.
Each musician is more or less aware of their strengths and weak-
nesses in the practice of the instrument. They choose practice strategies
accordingly. They practise in longer or shorter intervals, in parts or in
full. They try to overcome their deficiencies or compensate for them by
means of other mechanisms.
Another important part of the motivational beliefs, in addition to
self-knowledge, is the self-efficacy beliefs, which I discussed in the section
on self-regulation. They are an individual’s judgements about their own
abilities to perform a particular academic task (Schunk, 1991, in Hofer et
al., 1998). We assume that this belief is quite situation-dependent, which
is in line with the self-efficacy theory (Bandura, 1977), yet we consider it
in terms of a more general notion of a self-efficacy belief regarding an ac-
ademic discipline or academic task. In accordance with the socio-cog-
nitive model, a self-efficacy belief is a changeable human characteristic.
This means that this belief can be regulated just like other motivation-
al strategies. In this regard, we should also emphasize the realistic per-