There is growing evidence that musicians who are self-regulated learners are more likely to succeed. Leading researchers in self-regulated learning claim that is a connection between motivation and self-beliefs, and self-regulation.
This research investigated the self-regulation habits of 114 conservatoire students from a major European Conservatoire, and looked at the quality and extent of their self-regulation as well as correlations between the students’ perceived self-efficacy and their self-regulation. After brainstorming sessions with students and staff, a reflective journal was designed to help conservatoire students to steer and document their learning process. Recommendations to teachers and conservatoires are offered on how to facilitate students to become autonomous learners.