Recent research into how individuals achieve their musical goals has been enriched by studies investigating music practice through the lens of self-regulation, or the goal-orientated planning, cyclical adaptation, and reflection of an individual’s thoughts, feelings and actions. The article aims to review the available empirical evidence in order to identify the relationship between processes contained within Zimmerman’s (2000) model of self-regulation and specific music learning variables. It also attempts to discover how self-regulatory behavior relates to both general music instruction and interventions designed to enhance self-regulation. Findings indicate weak, positive relationships with the variables of interest, but suggest self-regulation instruction is the most strongly related variable. The discussion proposes that future research may benefit from investigations of self-regulation within a broader spectrum of musicians and an exploration of participant-driven understandings of self-regulation theory.
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