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Instrumental Learning Approaches in Pre-Professional Music Students: Associations Among Motivation, Strategy and
Şehriban Koca1, Çağlanur Sakarya2, Atakan Kutlu2
1Department of Musicology, Faculty of Music and Performing Arts, Mersin University, Mersin 33343, Türkiye.
Journal of Intelligence
|July 27, 2026
Summary
Pre-professional music students primarily use deep learning strategies, not four distinct approaches as measured by the ILAS scale. Findings suggest the Instrument Learning Approaches Scale (ILAS) functions as a two-dimensional tool in this population.
Area of Science:
- Music Education
- Educational Psychology
- Psychometrics
Background:
- Instrumental learning involves complex interactions between motivation, cognitive strategies, and practice habits.
- Limited empirical research has explored these interrelations at the individual level within domain-specific contexts.
- Pre-professional music students' learning approaches require further investigation.
Purpose of the Study:
- To examine the associations among motivational orientations, cognitive strategies, and practice habits in pre-professional music students.
- To assess the psychometric properties of the Instrument Learning Approaches Scale (ILAS) in this specific population.
- To determine the dimensionality of the ILAS scale for Turkish pre-professional music students.
Main Methods:
- A cross-sectional correlational study was conducted with 332 pre-professional music students in Türkiye.
- Data were collected using the Instrument Learning Approaches Scale (ILAS), assessing deep motive (DM), deep strategy (DS), surface motive (SM), and surface strategy (SS).
- Statistical analyses included descriptive statistics, t-tests, ANOVAs, correlation, regression, and confirmatory factor analysis (CFA).
Main Results:
- Students predominantly reported deep motivational orientations and deep learning strategies, with lower levels of surface-oriented patterns.
- Daily practice time positively correlated with deep approach scores and negatively with surface strategy.
- CFA indicated that the ILAS functioned as a two-dimensional (deep vs. surface) rather than a four-dimensional instrument, with a competing two-factor model fitting the data equivalently.
Conclusions:
- The ILAS scale demonstrates a two-dimensional structure (deep and surface approaches) in pre-professional music students, a novel psychometric finding.
- Practice duration is independently associated with lower endorsement of surface learning strategies.
- Findings have implications for ILAS validation, music pedagogy, and future longitudinal research on instrumental learning.
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