The purpose of this study was to investigate self-regulated learning skills of prospective music teachers in Turkey (N = 222). This study also investigated whether self-regulated learning skills of prospective music teachers differed according to their gender, academic year, daily practice hours, and most recent instrument exam grade. The data were collected through the Self-Regulated Learning Skills Scale developed by Turan. Analyses revealed that statistically significant differences were found between the Planning and Goal Setting subscale and gender variable. The female students had higher planning and goal setting compared to the male students. The results also showed that the male students were more dependent learners. Students whose instrument exam grade was between 76 and 100 had higher planning and goal setting skills. Prospective music teachers who practiced their instruments more than 3 hr a day showed higher self-regulated learning skills than those who practiced less. Implications for future research and practical applications are also discussed.

中文翻译：

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土耳其未来音乐教师的自我调节学习技巧

本研究的目的是调查土耳其未来音乐教师的自我调节学习技能（N = 222）。本研究还调查了未来音乐教师的自我调节学习技能是否因性别、学年、每日练习时间和最近的乐器考试成绩而异。这些数据是通过 Turan 开发的自我调节学习技能量表收集的。分析表明，在规划和目标设定分量表和性别变量之间发现了统计学上的显着差异。与男学生相比，女学生有更高的计划和目标设定。结果还表明，男学生是更依赖的学习者。乐器考试成绩在 76 到 100 之间的学生具有更高的计划和目标设定技能。每天练习乐器超过 3 小时的准音乐教师比那些练习较少的人表现出更高的自我调节学习能力。还讨论了对未来研究和实际应用的影响。