Autonomous or controlled interpreters? Model of Werktreue internalization for classical musicians

Area of Science:

• Music Education
• Psychology of Learning
• Self-Regulated Learning

Background:

• Self-regulated learning is crucial for instrumental learning, yet many music students struggle with passive learning and ineffective practice.
• This can negatively impact students' well-being, leading to widespread physical and mental health issues.
• Factors influencing self-regulated learning in musicians are not well understood.

Purpose of the Study:

• To investigate the role of interpretive autonomy in musicians' self-regulated learning.
• To propose a model of Werktreue internalization to define and assess interpretive autonomy.
• To identify the effects of interpretive autonomy on learning behavior and well-being.

Main Methods:

• Development of a model based on self-determination theory.
• Defining interpretive autonomy through internalization types.
• Analyzing the mechanisms that influence interpretive autonomy in learning.

Main Results:

• Interpretive autonomy is hypothesized to be pivotal for musicians' goal setting, monitoring, and self-evaluation.
• The proposed model links Werktreue internalization to interpretive autonomy.
• The model can assess interpretive autonomy and its impact on learning and well-being.

Conclusions:

• Interpretive autonomy is a key factor in fostering self-regulated learning and well-being in musicians.
• The Werktreue internalization model provides a framework for understanding and promoting interpretive autonomy.
• Educators can use this model to support students' psychological needs and enhance their learning experiences.