The purpose of this study was to investigate the impact of music practice instruction on middle school band students’ ability to articulate and incorporate practice strategies. Participants were middle school band students at a large suburban middle school (N = 105). Using a pretest–posttest quasi-experimental design, participants were divided into control (n = 53) and experimental (n = 52) groups. Participants in the experimental group received 3 weeks of practice strategy instruction during ensemble warm-up time, and the control group continued with their typical warm-up routine. Pretest and posttest data included self-reported practice strategy lists (N = 105) and video of individual practice sessions (n = 20). Both self-reported and video data were coded and analyzed using descriptive statistics as well as pretest–posttest within-groups comparisons. Thirteen hours of video data were further analyzed using an observational measure of self-regulation. Analyses revealed that experimental group participants identified and utilized significantly more practice strategies following the instructional intervention. Posttest experimental group practice sessions also revealed a more mature approach to practicing, including more strategic behaviors, greater variety in musical objectives, and longer periods spent focused on short excerpts of music. Implications for future research and middle school instrumental classroom practice are discussed.

中文翻译：

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音乐实践教学对中学生独立练习行为的影响

本研究的目的是调查音乐练习教学对中学乐队学生表达和融入练习策略的能力的影响。参与者是郊区一所大型中学的中学乐队学生（N = 105）。使用前测-后测准实验设计，参与者被分为控制组（n = 53）和实验组（n = 52）。实验组的参与者在合奏热身期间接受了 3 周的练习策略指导，对照组则继续他们典型的热身程序。前测和后测数据包括自我报告的练习策略列表 (N = 105) 和个人练习课程的视频 (n = 20)。使用描述性统计以及前测-后测组内比较对自我报告和视频数据进行编码和分析。使用自我调节的观察措施进一步分析了 13 小时的视频数据。分析显示，实验组参与者在教学干预后确定并使用了更多的实践策略。后测实验小组练习还揭示了一种更成熟的练习方法，包括更具策略性的行为、更多样化的音乐目标以及更长时间的专注于音乐的短片段。讨论了对未来研究和中学工具课堂实践的影响。分析显示，实验组参与者在教学干预后确定并使用了更多的实践策略。后测实验小组练习还揭示了一种更成熟的练习方法，包括更具策略性的行为、更多样化的音乐目标以及更长时间的专注于音乐的短片段。讨论了对未来研究和中学工具课堂实践的影响。分析显示，实验组参与者在教学干预后识别并使用了更多的实践策略。后测实验小组练习还揭示了一种更成熟的练习方法，包括更具策略性的行为、更多样化的音乐目标以及更长时间的专注于音乐的短片段。讨论了对未来研究和中学工具课堂实践的影响。而更长时间的专注于音乐的短片段。讨论了对未来研究和中学工具课堂实践的影响。而更长时间的专注于音乐的短片段。讨论了对未来研究和中学工具课堂实践的影响。