Emotion Regulation Processes Can Benefit Self-Regulated Learning in Classical Musicians

Area of Science:

• Psychology
• Music Education
• Cognitive Science

Background:

• Self-regulated learning (SRL) is crucial for academic and practical achievement, involving cognitive, motivational, and behavioral processes.
• While affect is a core component of SRL, its role, particularly emotion regulation (ER), remains under-researched.
• Emotions significantly influence SRL efficiency, and ER strategies can impact learning outcomes.

Purpose of the Study:

• To investigate the relationship between various emotion regulation (ER) processes and self-regulated learning (SRL) in professional Western classical musicians.
• To examine how four ER strategies (reappraisal, suppression, rumination, repression) correlate with the SRL three-phase model.
• To identify predictors of SRL within this population.

Main Methods:

• A survey was administered to 334 professional musicians (39 nationalities, ages 18-66).
• Participants completed the Self-Regulated Learning in Music Questionnaire and the Emotion Regulation Questionnaire.
• Data were analyzed using correlation, multiple linear regression, and factorial ANOVA.

Main Results:

• SRL positively correlated with reappraisal and negatively with suppression, rumination, and repression.
• Reappraisal, practice hours, and expertise explained 26% of the variance in SRL.
• Gender, expertise, and occupation significantly influenced ER strategies.

Conclusions:

• Reappraisal is a key ER strategy that enhances SRL in musicians.
• Incorporating ER training into music education and workplaces can boost SRL efficiency and engagement.
• This approach can lead to improved learning strategies, outcomes, and musical achievement.