In self-regulatory processes motivation consists of a set of psychological factors that promote engagement, persistence and achievement of goals. Based on this view, this article presents partial results of a research on self-regulation of instrumental learning from a sociocognitive perspective. The objective of this work was to investigate the motivational aspects of the study process of Variantes (by Leo Brouwer), for solo multiple percussion. The method consisted of a case study conducted with a bachelor of music student. The results suggest: the relationship between the intrinsic and extrinsic factors of motivation and engagement with studies; the influence of self-efficacy on motivation for instrumental practice; the relevance of the learning goals, with emphasis on the proximity and specificity properties; and the motivational dimension of outcome expectations, considering the value attributed and personal identification with instrumental practice.
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