Design and validation of a questionnaire on selfregulated learning in rehearsals with an accompanying pianist

Abstract

The objective of this work was to design and validate a questionnaire aimed at students of monodic instruments, to assess the self-regulated learning of these students regarding the sessions they carry out with accompanying pianists, and to analyze their beliefs about this teaching figure. The ad hoc designed instrument was completed by 150 participants. Content tests were carried out through expert judgment and cognitive interviews. After the modifications, the instrument was applied, and subsequently, psychometric analyses and goodness-of-fit values were carried out, these indicate that it is a reliable and satisfactory instrument for measuring self-regulation of learning in this type of student. The questionnaire has been constituted with two factors: “learning habits” and “beliefs” whose items represent the educational reality in conservatories. The use of the instrument could be an effective means to evaluate self-regulation in this context and adopt methodological measures that improve learning.