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The self-regulation of practice behaviour has repeatedly been shown to distinguish between novice and expert performers, however interventions designed to encourage self-regulation by novice musicians have shown limited effectiveness. Guided by successful research in sporting contexts, the present study investigated the behaviours of beginner (novice) adult musicians' self-regulated learning, self-efficacy for learning, and practice. Participants undertook a semester of music lessons learningdoi:10.11114/jets.v6i5.2978 fatcat:dvriymkc7nev7gpx3dff2uttcm