自我调节学习-学习者设定目标的循环过程,监视器,自我反思学习以设定下一个目标-在工具性学习中至关重要。然而,许多音乐学院学生未能启动自我调节的学习;他们被动地上课,实践无效,不能给出令人满意的表现。这些学习经历可能会损害学生的幸福,身心健康问题在学生中普遍存在。然而,促进自我调节学习的因素仍然未知。我们假设音乐家在音乐解释中的自主性,我们称之为解释自主性,在自主学习中起着举足轻重的作用。没有发展的解释,音乐家无法设定个人目标,监视器,并根据音乐性自我评估他们的表演。尽管先前的研究暗示解释在自我调节学习中起着重要作用,这一点还没有得到明确的证明。由于围绕表演者“解释自由”的复杂话语,关于解释自主性的研究很少。Werktreue的意识形态支撑着古典音乐领域,古典音乐表演是根据表演者如何忠实地解释作曲家的意图来评估的。然而,音乐家们对忠实解释的含义持有不同的信念,因此,除非提供明确的定义,否则无法评估解释自主性的程度。此外,促进或阻碍学习中解释自主性的机制仍然无法解释。为了解决这些问题,我们应用自决理论提出了Werktreue内化模型。该模型基于内化类型定义了解释性自治,确定其对音乐家学习行为和幸福感的影响,揭示了促进或阻碍学习经验中解释自主性的机制。该模型允许研究人员和教育工作者评估解释自主的程度,将受损的学习行为和幸福感归因于缺乏解释自主性,通过支持学生在口译中的心理需求来促进口译自主性。
Self-regulated learning-a cyclical process in which a learner sets a goal, monitors, and self-reflects on one\'s learning to set the next goal-is vital in instrumental learning. However, many conservatory students fail to initiate self-regulated learning; they take lessons passively, practice ineffectively, and fail to give satisfactory performance. These learning experiences could harm students\' well-being, and physical and mental health problems are widespread among students. Nevertheless, factors contributing to self-regulated learning remain unknown. We hypothesized that musicians\' autonomy in musical interpretation, which we refer to as interpretive autonomy, plays a pivotal role in self-regulated learning. Without developing interpretation, musicians fail to set personal goals, monitor, and self-evaluate their performances in terms of musicality. Although previous studies imply that interpretation plays a significant role in self-regulated learning, this has not been clearly demonstrated. Studies on interpretive autonomy are scarce due to a complicated discourse surrounding performers\' freedom in interpretation. The ideology of Werktreue underpins the classical music field, and classical music performances are evaluated based on how faithfully a performer interpreted the composer\'s intention. Yet musicians hold various beliefs regarding the meaning of faithful interpretation, thus the degree of interpretive autonomy cannot be assessed unless its clear definition is provided. In addition, the mechanisms that promote or hinder interpretive autonomy in learning remain unexplained. To address these issues, we proposed a model of Werktreue internalization by applying self-determination theory. The model defines interpretive autonomy based on internalization types, identifies its effects on musicians\' learning behavior and well-being, and reveals the mechanisms that promote or hinder interpretive autonomy in learning experiences. This model allows researchers and educators to assess the degree of interpretive autonomy, attribute impaired learning behavior and well-being to a lack of interpretive autonomy, and promote interpretive autonomy by supporting students\' psychological needs in interpretation.