Metacognition and self-regulation among young musicians learning an instrument in out-of-school contexts: A scoping review

The main goal of the scoping review is to identify the contributing factors to the development of self-regulation and metacognition among young musicians, learning to play an instrument in out-of-school settings. Metacognition and self-regulation are both key abilities for young musicians learning to play an instrument, especially in out-of-school settings. Still, few papers explore and present ways to foster self-regulation and metacognition for this population (e.g., pedagogical approaches, didactic tools, specific practice strategies, etc.). A greater understanding of the development of these abilities would allow us to intervene more effectively with young music learners and their teachers. To be selected in the review, studies will have to: (1) include mostly beginner musicians aged 16 and under; (2) address the development of self-regulation or metacognition; (3) examine exclusively out-of-school instrumental instruction; (4) be of empirical design and written in either French or English. Research will be carried out in French on the Cairn.info and Érudit.org websites, and in both English and French on the following databases: Academic Search (via EBSCO); Education Source (via EBSCO); Education Resources Information Center [ERIC] (via Ovid); Music Index (via EBSCO); ProQuest Dissertations and Theses [PQDT] (via ProQuest); PsycINFO (via Ovid); International Repertory of Music Literature [RILM] (via EBSCO); and Web of Science (via Clarivate). Data extracted from selected studies will notably include publication, methodological, and empirical information. Recommendations relevant to the review will be synthesized to discuss pedagogical implications and possible interventions.