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ERIC Number: EJ976757
Record Type: Journal
Publication Date: 2012-Sep
Pages: 29
Abstractor: As Provided
Reference Count: 74
ISBN: N/A
ISSN: ISSN-0305-7356
The Development of Practising Strategies in Young People
Hallam, Susan; Rinta, Tiija; Varvarigou, Maria; Creech, Andrea; Papageorgi, Ioulia; Gomes, Teresa; Lanipekun, Jennifer
Psychology of Music, v40 n5 p652-680 Sep 2012
There has been considerable research considering how instrumental practice changes as expertise develops. Much of that research has been relatively small scale and restricted in the range of instrumentalists included. This paper aimed to explore the development of practising strategies and motivation to practise as expertise develops with a large sample of participants at different levels of expertise playing a wide range of different instruments. A total of 3,325 young people ranging in level of expertise from beginner to the level required for entry to higher education conservatoires completed a questionnaire which consisted of a number of statements relating to practising strategies, organization of practice, and motivation to practise with a seven-point rating scale. Data were analyzed in relation to nine levels of expertise. Factor analysis revealed seven factors: adoption of systematic practice strategies; organization of practice; use of recordings for listening and feedback and use of the metronome; use of analytic strategies; adoption of ineffective strategies; concentration; and immediate correction of errors. There were statistically significant linear relationships between grade level and four of the factors but not for organization of practice; use of analytic strategies; and concentration. The findings are discussed in relation to the educational implications. (Contains 8 figures and 7 tables.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)