Pedagogical approaches to promote self-regulation in musical instrument learning: A PRISMA scoping review

Abstract

This scoping review addresses empirical work on pedagogical approaches to promoting self-regulated learning (SRL) in musical instrument learning. This work sought to investigate (1) the types of approaches that were considered by studies to be SRL promoters, (2) how they were applied, and (3) the effects of each type of approach on student learning and performance. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses for Scoping Reviews (PRISMA-ScR), we searched four databases and 30 specialised journals. This process returned 934 records. After analysing these records, we selected 17 studies that met our inclusion criteria. The results show a variety of pedagogical approaches to developing SRL skills. Teaching practices ranged from self-regulation instructions to tools such as practice journals and digital tools (e.g., electronic portfolios, software applications). Most of the selected studies demonstrated the beneficial effect of SRL teaching approaches on students’ outcomes. Thus, the findings suggest that both pedagogical approaches (self-regulation instruction and tools) can foster SRL. Furthermore, the findings indicate a gap in research on self-regulation pedagogical approaches in different contexts beyond face-to-face teaching, including online and hybrid environments. In addition, the effects of long-term interventions utilising these approaches on students’ learning remain underexplored.