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Gary McPherson discusses the effects of using a self-directed practice diary on conservatory pianists’ self-regulated learning tendencies. Specifically, McPherson outlines whether the implementation of a self-directed practice diary based on the three-phase model of self-regulated learning would lead students to gradually demonstrate more self-regulated learning tendencies across a semester of practicing, and if the type and quality of their self-regulated learning tendencies varied as a function of performance ability. Image courtesy of Gary McPherson.
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