Music engagement, metacognitions, and performance outcomes: an empirical investigation among Chinese advanced music students

These findings emphasize the multifaceted role of metacognition in music education, suggesting that metacognitive skills such as planning, monitoring, and self-regulation significantly enhance learning processes and performance. Practical implications include recommendations for music educators to incorporate metacognitive training into their curricula, fostering students' cognitive awareness and adaptive learning strategies. This study contributes to the growing field of metacognitive research in music education, offering insights into optimizing performance outcomes through targeted engagement and reflective practice.