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Interpretive autonomy predicts self-regulated learning behaviors in lessons, practice, and performance among
1The Graduate School of Education, The University of Tokyo, Bunkyo-ku, Japan.
Frontiers in Psychology
|July 25, 2026
Summary
Interpretive autonomy, encompassing psychological needs and self-oriented approaches, is key to unlocking self-regulated learning in classical musicians. This study quantifies this link, aiding musicians in practice and performance.
Area of Science:
- Music Performance Psychology
- Educational Psychology
- Self-Regulated Learning
Background:
- Self-regulated learning is crucial for improving classical music performance but is difficult for musicians to initiate.
- Qualitative studies suggest interpretive autonomy supports self-regulated learning, but this lacks quantitative evidence.
- Measuring interpretive autonomy has been challenging, hindering empirical investigation.
Purpose of the Study:
- To quantitatively investigate the role of interpretive autonomy in self-regulated learning among classical musicians.
- To develop and validate psychometric scales for measuring interpretive autonomy.
- To examine the relationship between basic psychological need satisfaction, self-oriented interpretive approaches, and self-regulated learning.
Main Methods:
- A questionnaire survey was conducted with 214 student and professional musicians in Japan.
- Newly developed psychometric scales were used to measure interpretive autonomy (psychological and behavioral aspects).
- Mediation analysis was employed to test the proposed model.
Main Results:
- Basic psychological need satisfaction in musical interpretation positively predicted self-oriented interpretive approaches.
- Self-oriented interpretive approaches mediated the relationship between need satisfaction and self-regulated learning behaviors.
- Interpretive autonomy was quantitatively linked to self-regulated learning across lesson, practice, and performance contexts.
Conclusions:
- Interpretive autonomy, comprising psychological needs and behavioral approaches, significantly initiates self-regulated learning in classical music.
- This study provides the first quantitative evidence and psychometric tools for measuring interpretive autonomy in music performance.
- Findings offer practical implications for fostering self-regulated learning in music education and performance settings.
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