[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-592787-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-592787-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","compendium-of-the-self-regulated-education-method-in-terms-of-various-variables-in-flute-education","Compendium of the Self-Regulated Education Method in Terms of Various Variables in Flute Education","","The study examines how self-regulated training influences flute education outcomes across multiple student variables, emphasizing emotional, mental, and kinesthetic development during the learning process. Self-regulated training is evaluated as a support method used by flute instructors to strengthen students’ motivation, attitudes, emotional growth, and self-efficacy toward their instruments. Using an experimental approach with 22 flute students, results indicate positive effects on negative expression, self-efficacy, and improved ambition, attitudes, and motivations in a more conscious and efficient learning process.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/compendium-of-the-self-regulated-education-method-in-terms-of-various-variables-in-flute-education/592787/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/compendium-of-the-self-regulated-education-method-in-terms-of-various-variables-in-flute-education/592787.png","ImageObject",300,407,{"name":42,"@type":43},"Marglet","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the focus of the study in flute education?","Question",{"text":62,"@type":63},"The study focuses on how self-regulated training affects emotional, mental, and kinesthetic development in flute instruction and related student variables such as motivation and self-efficacy.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How was the research conducted and with how many participants?",{"text":67,"@type":63},"An experimental method was used with 22 students studying flute in a music department.",{"name":69,"@type":60,"acceptedAnswer":70},"What outcomes did self-regulated training improve according to the study?",{"text":71,"@type":63},"The application of self-regulated training in flute education showed positive effects on negative expression and self-efficacy, and it improved students’ ambition, attitudes, and motivations toward lessons and instruments.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},592787,1792192303,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":111,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":117,"preview_page_count":4},2336477982702,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Asian Journal of Education and Training  \nVol. 6, No. 1, 57-64, 2020 ISSN(E): 2519-5387  \nDOI: 10.20448/journal.522.2020 .61.57.64  \n© 2020 by the authors; licensee Asian Online Journal Publishing Group  \nCompendium of the Self-Regulated Education Method in Terms of Various Variables in Flute Education  \nEmre Ustun   \nNevşehir Hacı Bektaş Veli University, Faculty of Fine Arts, Department of Music and Performing Arts, Turkey.  \nAbstract  \nThe emotional, mental, kinesthetic development in the musical instrument training all along the educational process of the individual is great importance. In this context, self-regulated training, which is one of the training methods to be used by the flute instructors, stands out in the development process of the students. The motivation, attitudes, emotional, self-efficacious development of the students towards their instruments supported byselfregulated training can increase the instrument performance. In this study, experimental method was used with the help of self-regulated training method, emotional expression scale, general self-efficacy scales. The study was performed with 22 students who studied flute at the music department. As a result of the study, it was determined that the application of self-regulated training method in flute education had a positive effect on negative expression, self-efficacy. Furthermore, it has been determined that self-regulated training method improves students‟ ambition, attitudes and  \nmotivations in a more conscious, efficient working process towards lessons and instruments. Keywords: Instrument training, Flute education, Self-regulated training, Emotional expression, Negative expression, Self-efficacy.  \nFunding: This study received no specific financial support.  \nCompeting Interests: The author declares that there are no conflicts of interests regarding the publication of this paper.  \nTransparency: The author confirms that the manuscript is an honest, accurate, and transparent account of the study was reported; that no vital features of the study have been omitted; and that any discrepancies from the study as planned have been explained.  \nEthical: This study follows all ethical practices during writing.  \nContents  \n1. Introduction ...................................................................................................................................................................................... 58  \n2. Methodology ..................................................................................................................................................................................... 59  \n3. Results and Interpretations ........................................................................................................................................................... 61  \n4. Conclusion, Discussion, Suggestions ........................................................................................................................................... 62  \nReferences .............................................................................................................................................................................................. 64  \nContribution of this paper to the literature  \nThis study contributes to the existing literature by motivation, attitudes, emotional; selfefficacious development of the students towards their instruments supported by self-regulated training can increase the instrument performance. Additional experimental method was used with the help of self-regulated training method, emotional expression scale, general self-efficacy scales.  \n1. Introduction  \nMusic, as an important form of art, which associates emotions and thoughts, comes into prominence with educational components as a whole in the process of learning and development. At the present time, the fact that music education contributes to personality development and socializing of individuals is increasingly accepted.","cbCaimbLbn2sNXIK","https://ap.wps.com/l/cbCaimbLbn2sNXIK","pdf",527997,"English","# Introduction\n## Music education and instrument training\n# Methodology\n## Experimental design and measures\n# Results and Interpretations\n## Effects of self-regulated training\n# Conclusion, Discussion, Suggestions\n## Implications for flute education\n# References","[{\"question\":\"What is the focus of the study in flute education?\",\"answer\":\"The study focuses on how self-regulated training affects emotional, mental, and kinesthetic development in flute instruction and related student variables such as motivation and self-efficacy.\"},{\"question\":\"How was the research conducted and with how many participants?\",\"answer\":\"An experimental method was used with 22 students studying flute in a music department.\"},{\"question\":\"What outcomes did self-regulated training improve according to the study?\",\"answer\":\"The application of self-regulated training in flute education showed positive effects on negative expression and self-efficacy, and it improved students’ ambition, attitudes, and motivations toward lessons and instruments.\"}]","Compendium of the Self-Regulated Education Method in Terms of Various Variables in Flute Education | PDF",1792075580]