Examining the Role of Socially Shared Regulation of Learning and Emotions in a Chamber Music Rehearsal.
The study aims to investigate what kind of socio-emotional obstacles higher music education students experience during a chamber music rehearsal and how student musicians regulate the emotions surfacing during these group learning situations. As such, the main purpose is to highlight the regulatory processes that are perceived as adaptive and have a positive influence on the group’s emotional climate and overall performance outcome. The study also aims to capture the reciprocity of the regulation of emotions and learning between the individual (SRL/ CoRL)) and the group (CoRL/SSRL).
The following over-arching questions are employed:
- What kind of socio-emotional challenges do student musicians face during chamber music rehearsals and performances?
- What forms of regulation, namely self-regulation, co-regulation, and/or socially shared regulation of learning and performance, do students use in these group learning situations?
- How are student musicians’ self-regulated learning processes involved in collaborative learning and performance engagements?