Date of Award


Document Type

Open Access Dissertation


School of Music


Piano Pedagogy

First Advisor

Scott Price


The purpose of this study was to investigate self-reported metacognitive habits among collegiate piano majors. It examined the degree to which participants comprehend and employ practice strategies, recognize their own strengths and weaknesses in learning and performing, accurately predict a performance outcome, and self-evaluate following a performance. A total of twelve (N = 12) participants, six (N = 6) undergraduate and six (N = 6) graduate piano majors, enrolled in applied lessons at the University of South Carolina School of Music volunteered to participate in this study. Participants completed a pretest questionnaire that measured their own metacognitive skills, performed and received evaluation from a faculty evaluator, and self-evaluated following their performance.

Results of the Pearson product-moment correlation coefficient revealed a positive correlation (r = .710, p = .010) between pretest questionnaire composite scores and evaluation scores. This indicated that an increase in pretest questionnaire composite scores varied with an increase in evaluation scores among participants. As the pretest questionnaire measured participants’ metacognitive habits, results from this study may suggest that collegiate piano majors who possess a greater measure of metacognitive skill may also achieve higher performance evaluation scores than collegiate piano majors who possess a lower measure of metacognitive skill.


© 2017, Steven Phillip Brundage