General
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Carroll, R. (2018). The Bullet Journal Method. Portfolio/Penguin, New York.
Csikszentmihalyi, M. (1996). Creativity: Flow and the psychology of discovery and invention. New York: Harper Collins.
Dweck, C. (2000). Self-theories: Their role in motivation, personality, and development (Essays in social psychology). Philadelphia: Psychology Press.
Dweck, C. (2008). Mindset: The new psychology of success. New York: Ballantine Books.
Ghaye,T. (2011). Teaching and Learning Through Reflective Practice. Routledge
Moon, J (2006) Learning Journals: a handbook for reflective practice and professional development Abingdon: Routledge.
Ryan, R. & Deci, E. (2000). Intrinsic and Extrinsic Motivation: Classic Definitions and New Directions. Contemporary Educational Psychology 25, 54–67 (2000). Doi:10.1006/ceps.1999.1020, available online at http://www.idealibrary.com
Schön, D. (1983). The reflective practitioner: How professionals think in action New York, NY: Basic Books.
Schön, D. (1987). Educating the reflective practitioner London: Jossey Bass
Wulf, G., & Lewthwaite, R. (2016). Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning. Psychonomic Bulletin & Review. Doi: 10.3758/s13423-015-0999-9.
Schunk, D. & Zimmerman, B. (2012): Motivation & Self-Regulated Learning. Routledge, New York.
Zimmerman, B. J. (1994). Dimensions of academic self-regulation: A conceptual framework for education. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 3–21). Hillsdale, NJ: Erlbaum.
Zimmerman, B, J. (2002). Becoming a Self-Regulated Learner: An Overview Theory into Practice 41 (2) 64–70.
Music
Barry, N & Hallam, S. (2002). Practice. The Science and Psychology of Music Performance. Parncutt, R & McPherson, G. (Eds). Oxford University Press.
Bonneville-Roussy, A. & Bouffard, T. (2015). When quantity is not enough: Disentangling the roles of practice time, self-regulation and deliberate practice in musical achievement. Psychology of Music, 43(5), 686–704.
Brown, J. E. (2009). Reflective practice: a tool for measuring the development of generic skills in the training of professional musicians. International Journal of Music Education, 27(4), 372-382. Carey, G., Harison, S. & Dwyer, R. (2017). Encouraging reflective practice in conservatoire students: a pathway to autonomous learning? Music Education Research, 19(1), 99-110.
Cowan, J. (2013). Facilitating reflective journaling – personal reflections on three decades of practice. Journal of Learning Development in Higher Education 5, 1–17.
Esslin-Peard, M., Shorrocks, T. & Welch, G. F. (2015). The art of practice: Understanding the process of musical maturation through reflection. In A. Niessen and J. Knigge (Eds.) Theoretische Rahmung und Theoriebildung in der musikpädagogischen Forschung (pp. 125-145). Münster; New York: Waxmann.
Evans, P. (2015). Self-determination theory: An approach to motivation in music education. Musicae Scientiae, 19, 65–83.
Hallam, S. (1994). Novice musicians’ approaches to practice and performance: Learning new music. Newsletter of the European Society for the Cognitive Sciences of Music, 6, 2–9.
Hallam, S. (1997). What do we know about practising? Towards a model synthesising the research literature. In H. Jorgensen and A. Lehmann (Eds.) Does practice make perfect? Current theory and research on instrumental music practice (pp.179-231). Norwegian Academy of Music.
Hallam, S (2001). The development of meta-cognition in musicians: Implications for education. British Journal of Music Education 18 (1) 27–39.
Hallam, S & Gaunt, H (2012). Preparing for Success. London. Institute of Education.
Jørgensen, H. (2004). Strategies for Individual Practice. Musical Excellence Williamon (Ed.). Oxford University Press.
Jørgensen, H. (2000). Student learning in higher instrumental education: who is responsible? British Journal of Music Education 17:1, 67–77.
Kruse-Weber, S., & Sari, T. (2019): Learning to reflect: Enhancing instrumental music education major’s practice through reflective journals. In S. Gies & J. H. Sætre (Hrsg.), Becoming musicians – student involvement and teacher collaboration in higher music education. Oslo: The Norwegian Academy of Music.
McCormick, J., & McPherson, G. E. (2003). The role of self-efficacy in a musical performance examination: An exploratory structural equation analysis. Psychology of Music, 31, 37–51.
McPherson, G. (2012). Using Self-Regulation to Unlock Musical Success. Art in Motion II. Peter Lang, Frankfurt am Main.
McPherson, G. E., Davidson, J. W., & Evans, P. (2016). Playing an instrument. In G. E McPherson (Ed.), The child as musician: A handbook of musical development (2nd ed., pp. 401–421). Oxford, UK: Oxford University Press.
McPherson, G. E., & McCormick, J. (2006). Self-efficacy and performing music. Psychology of Music, 34, 321–336.
McPherson, G., Mikszka, P. & Evans, P. (2017). Self-Regulated Learning in Music Practice and Performance. Handbook of Self-Regulation of Learning and Performance. Schunk & Greene (Eds.). Routledge, New York.
McPherson, G. & Renwick, (2011). Self-Regulation and the Mastery of Musical Skills. Handbook of Self-Regulation of Learning and Performance (Zimmerman & Schunk, Eds.). Routledge, New York.
McPherson, G. & Zimmerman, B. (2002). Self-Regulation of Musical Learning: A Social Cognitive Perspective. The New Handbook of Research on Music Teaching and Learning. Oxford University Press.
McPherson, G. & Zimmerman, B. (2011). Self-Regulation of Musical Learning: A Social Cognitive Perspective on developing performance skills. MENC Handbook of research on Music Learning Volume 2: Applications. Colwell & Webster (Eds). Oxford University Press.
McPherson, G. E., & Renwick, J. M. (2001). A longitudinal study of self-regulation in children’s musical practice. Music Education Research, 3, 169–186.
McPherson, Nielsen & Renwick. (2012). Self-Regulation Interventions and the Development of Musical Expertise. Applications of Self-Regulated Learning across Diverse Disciplines, pp. 355-382. Information Age Publishing.
Miksza, P. (2007). Effective practice: An investigation of observed practice behaviors, self-reported practice habits, and the performance achievement of high school wind players. Journal of Research in Music Education, 55(4), 359-375.
Miksza, P. (2015, August). Self-regulated practice tendencies as a moderating influence on motivation for music achievement. Poster presented at the Meeting of the Society for Music Perception and Cognition, Nashville, TN.
Miksza, P., Blackwell, J., Roseth, N., & Cole, S. (2016, March). Designing instruction on practicing: A pilot test of a microanalytic self-regulation intervention. Paper presented at the National Association for Music Education national conference, Atlanta, GA.
Nielsen, S., 2000. Self-Regulated Use of Learning Strategies in Instrumental Practice. ICMPC Proceedings paper.
Nielsen, S G (2012) Epistemic beliefs and self-regulated learning in music students Psychology of Music 40 (3) 324-338.
Parncutt, R & McPherson, G. (2002) (Eds). The Science and Psychology of Music Performance. Oxford University Press.
Renwick, J. M. & McPherson, G. E. (2002). Interest and choice: Student-selected repertoire and its effect on practising behaviour. British Journal of Music Education, 19, 173–188.
Sloboda, J. A. & Davidson, J. W. (1996). The young performing musician. In I. Deliège & J. A. Sloboda (Eds.), Musical beginnings: Origins and development of musical competence (pp. 171–190). Oxford: Oxford University Press.
Williams, S. (2017). Quality Practice: A Musician’s Guide