Empowering Learning: Self-Regulated Learning Strategies Among Chinese University Piano Students in Australia

This study examines the self-regulated learning (SRL) processes of six Chinese university piano students studying in Australia using a longitudinal qualitative SRL microanalytic design. Guided by a three-phase model of forethought, performance and self-reflection, data were collected across three time points during one academic semester through structured microanalytic sessions, video-recorded practice observations and post-practice reflective interviews. Data were analysed using a theory-guided deductive qualitative content analysis approach. Participants’ responses and observed behaviours were organised within predefined SRL phases to identify patterns in regulatory processes within and across cases over time. Findings indicate that higher-performing participants demonstrated more explicit strategic planning, adaptive metacognitive monitoring and stable motivational regulation across the semester. In contrast, lower-performing participants showed less structured planning and greater fluctuation in outcome expectations and time management. Differences in length of residence in Australia were associated with variation in help-seeking and interpretations of independent learning. The study provides a process-oriented account of SRL in intercultural higher music education and demonstrates the value of qualitative SRL microanalysis for capturing situated regulatory processes in authentic practice contexts.