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Self-regulated processes as predictors of students' achievement in music theory in Slovenian elementary music schools
Barbara Smolej Fritz & Cirila Peklaj
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Written in English. | Published: January 21, 2010
Abstract: The aim of the present research was to examine the relation between processes of selfregulated learning and achievement in Music Theory (MT), a basic and obligatory subject in Slovenian music schools. A total of 457 fifth- and sixth- grade students (153 boys and 303 girls) from 10 different elementary music schools in Slovenia participated in the study. Students completed a questionnaire about affective-motivational processes and a questionnaire about (meta)cognitive processes of selfregulated learning in MT, as well as achievement test. The final grades were collected at the end of the school year. The results showed that significant correlation exists between almost all affective-motivational and (meta)cognitive processes of self-regulated learning and achievement. Affective-motivational factors emerged as better predictors of students' achievement than (meta)cognitive factors. The most important individual predictors were anxiety and competence. It was also found that self-regulated processes explain a greater amount of variance for final grades than for the achievement test.
Keywords: elementary music education, music theory, self-regulated learning, academic achievement
