Programa de intervención para la mejora de las competencias de autorregulación en el aprendizaje pianístico

Abstract

The aim of this study was to test the effects of an intervention program on self-regulatory piano learning behaviors. The intervention was based on self-regulated learning activities and mindfulness. Four individually tailored sessions were delivered to two participants, piano teachers. They were instructed in concepts and practices that refer to the cyclical model of self-regulated learning: planning, monitoring and self-assessment, as well as models of cognitive strategies, metacognitive piano practice behaviors and mindfulness in learning situations. A microanalytic interview of self-regulated learning was used as assessment tools, as well as an observational record of piano practice. The results show that the intervention has generated greater training for the cognitive processes of selfregulated learning, as well as an increase in deliberate practice strategies and behaviors.