From Practice to Reflection: A Systematic Review of Mechanisms Driving Metacognition and SRL in Music.

ABSTRACT: Metacognition and self-regulated learning (SRL) are widely recognized as key mechanisms for academic achievement and skill development, yet in music education they have rarely been examined through explicit instructional interventions to enable causal testing and effect evaluation. To address this gap, this study followed PRISMA guidelines and conducted a systematic review of 31 studies (including seven for meta-analysis) to identify intervention types and mechanisms, and to quantify their overall effects and moderating factors. Results indicate the following: (1) the intervention ecology is grounded in structured learning support (SLS), frequently combined with strategy teaching (ST) or technology-enhanced interventions (TEI), with full integration concentrated at the university level. (2

SUBMITTER: Wang Y 

PROVIDER: S-EPMC12734040 | biostudies-literature | 2025 Dec

REPOSITORIES: biostudies-literature