Publications

Scholarly Book

Miksza, P., Shaw, J. T., Richerme, L. K., Hash, P. M., & Hodges, D. A. (2023). Music education research: An introduction. Oxford University Press.

Miksza, P., & Elpus, K. (2018). Design and analysis for quantitative research in music education. New York, NY: Oxford University Press.

Refereed Research Articles and Book Chapters

Miksza, P., & Brenner, B. (2023). A descriptive study of intra-individual change in advanced violinists’ music practice. Update: Applications of Research in Music Education, 41(3), 22-36.

Miksza, P. (2022). Practice. In G. E. McPherson (Ed.), The Oxford Handbook of Music Performance, Volume 1 (p. 153–172). Oxford University Press.

Miksza, P., Parkes, K. A., Russell, J. A., & Bauer, W. I. (2022). The well-being of music educators during the pandemic Spring of 2020. Psychology of Music, 50(4), 1152-1168.

Parkes, K. A., Russell, J. A., Bauer, W. I., & Miksza, P. (2021). The well-being and instructional experiences of K-12 music educators: Starting a new school year during a pandemic. Frontiers in Psychology, 2837.

How, E., Tan, L., & Miksza, P. (2021). A PRISMA review of practice research in music contexts. Musicae Scientiae.

Osborne, M., McPherson, G. E., Miksza, P., & Evans, P. (2021). Using a microanalysis intervention to examine shifts in musician’s self-regulated learning. Psychology of Music, 49(4), 972-988.

Miksza, P., Evans, P., & McPherson, G. E.  (2021). Wellness among university-level music students: A study of the predictors of subjective vitality. Musicae Scientiae, 25(2), 143-160.

Miksza, P., Evans, P., & McPherson, G. E. (2021). Motivation to pursue a career in music: The role of social constraints in university music programs. Psychology of Music, 49(1), 50-68.

Richerme, L., & Miksza, P. (2020). Constructive controversy in an instrumental methods class. Bulletin of the Council for Research in Music Education, 226, 27-45.

Fidler, H., & Miksza, P. (2020). Music interventions and pain: An integrative review and analysis of recent literature. Approaches: An Interdisciplinary Journal of Music Therapy, 12(1), 43-71.

Tan, D., Diaz, F., & Miksza, P. (2020). Expressing emotion through vocal performance: Acoustic cues and the effects of a mindfulness induction. Psychology of Music, 48(4), 495–512.

Blackwell, J., Miksza, P., Evans, P., & McPherson, G. E. (2020). Student vitality, teacher engagement, and rapport in studio instruction. Frontiers in Psychology, 11, 1007.

Timperman, E., & Miksza, P. (2019). Verbalization and musical memory in string players. Musicae Scientiae, 23, 212-230.

Lorah, J. & Miksza, P. (2019). Applications of moderation analysis for music education research. Bulletin of the Council for Research in Music Education, 220, 21-41.

Tan, L. & Miksza, P. (2019). Motivational orientations of college band students: A cross-cultural examination of a collective 2 x 2 achievement goal model. Psychology of Music, 47, 33-50.

McPherson, G. E., Osborne, M., Evans, P., & Miksza, P. (2019). Applying self-regulated learning microanalysis to study musicians’ practice. Psychology of Music, 47, 18-32.

Miksza, P., Watson, K., & Calhoun, I. (2018). The effect of mental practice on jazz improvisation achievement. Psychomusicology: Music, Mind, and Brain, 21, 40-49.

Miksza, P., Blackwell, J., & Roseth, N. (2018). Self-regulated music practice: Microanalysis as a measurement technique and inspiration for pedagogical intervention. Journal of Research in Music Education, 66, 295-319.

Miksza, P., McPherson, G. E., Herceg, A. M., & Meider, K. (2018). Developing self-regulated musicians. In M. DiBenedetto (Ed.), Connecting self-regulated learning and performance with instruction across high school content areas (pp. 323-348). Cham, Switzerland: Springer International Publishing.

Tan, L., & Miksza, P. (2018). A cross-cultural examination of university students’ motivation towards band and academics in Singapore and the United States. Journal of Research in Music Education, 65, 416-438.

McPherson, G. E., Miksza, P., & Evans, P. (2018). Self-regulated music learning. In D. Schunk and J. Greene (Eds.), Handbook of self-regulation of learning and performance (2^nd Ed.) (p. 181-193). New York, NY: Routledge.

Miksza, P., Tan, L., & Dye, C. (2016). Achievement motivation for band: A cross-cultural examination of the 2 X 2 achievement goal framework. Psychology of Music, 44, 1372-1388.

Miksza, P., & Hime, L. (2015). Undergraduate music program alumni’s career status, perceptions of institutional satisfaction, and financial status. Arts Education Policy Review, 116, 176-188.

Ersozlu, Z. N., & Miksza, P. (2015). A Turkish adaptation of a self-regulated practice behavior scale for collegiate music students. Psychology of Music, 43, 855-869.

Miksza, P., & Tan, L. (2015). Predicting collegiate wind players’ practice efficiency, flow, and self-efficacy for self-regulation: An exploratory study of relationships between teachers’ instruction and students’ practicing. Journal of Research in Music Education, 63, 162-179.

Miksza, P. (2015). The effect of self-regulation instruction on the performance achievement, musical self-efficacy, and practicing of advanced wind players. Psychology of Music, 43, 219-243.

Hime, L., Miksza, P., & Hunsucker, A. (2014). Admissions criteria and upper-divisional ratings as predictors of student teaching achievement in music education. Bulletin of the Council for Research in Music Education, 200, 7-22.

Miksza, P., & Gault, B. (2014). Classroom musical experiences of US elementary school children: An analysis of the Early Childhood Longitudinal Study of 1998-99 (ECLS-K). Journal of Research in Music Education, 62, 4-17.

Miksza, P., & Berg, M. H. (2013). Transition from student to teacher: Frameworks for understanding pre-service music teacher development. Journal of Music Teacher Education, 23, 10-26.

Miksza, P. (2013). The future of music education: Continuing the dialogue about curricular reform. Music Educators Journal, 99, 45-50.

Miksza, P. (2013). 3rd-year cohort results of a pre-collegiate music teacher recruitment program: A replication and extension study. Journal of Band Research, 48, 37-49.

Miksza, P., & Berg, M. H. (2013). A longitudinal study of pre-service music teacher development: Application and advancement of the Fuller & Bown teacher-concerns model. Journal of Research in Music Education, 61, 44-62.

Miksza, P. (2013). Arts education advocacy: The relative effects of school-level influences on resources for arts education. Arts Education Policy Review, 114, 25-32.

Miksza, P., & Johnson, E. (2012). Theoretical frameworks employed in music education research: A content analysis of the Journal of Research in Music Education, 1979 to 2009. Bulletin of the Council for Research in Music Education, 193, 7-30.

Miksza, P., Prichard, S., & Sorbo, D. (2012). An observational study of intermediate band students’ self-regulated practice behaviors. Journal of Research in Music Education, 60, 245-266.

Austin, J. R., & Miksza, P. (2012). Trying on teaching: Effects of a pre-collegiate music teacher recruitment program. Journal of Music Teacher Education, 21, 14-27.

Miksza, P. (2012). The development of a measure of self-regulated practice behavior for beginning and intermediate instrumental music students. Journal of Research in Music Education, 59, 321-328.

Miksza, P. (2011). A review of research on practicing: Summary and synthesis of the extant research with implications for a new theoretical orientation. Bulletin of the Council for Research in Music Education, 190, 51-92.

Miksza, P. (2011). Relationships among achievement goal motivation, impulsivity, and the music practice of collegiate brass and woodwind players. Psychology of Music, 39, 50-67.

Miksza, P., & Watson, K. E. (2011) Advances in the social psychology of music teaching and learning: One facet of Charles P. Schmidt’s teaching and research. In P. Madura Ward-Steinman (Ed.), Advances in social-psychology and music education (pp. 11-18). Burlington, VT: Ashgate Publishing.

Miksza, P. (2010). Investigating relationships between participation in high school music ensembles and extra-musical outcomes: An analysis of the Education Longitudinal Study of 2002 using a Bioecological Development Model. Bulletin of the Council for Research in Music Education, 186, 7-25.

Miksza, P., & Austin, J. R. (2010). Eyes wide open: High school student reflections on music teaching experiences within a pre-collegiate recruitment program. Bulletin of the Council for Research in Music Education, 185, 7-20.

Berg, M., & Miksza, P. (2010). An investigation of preservice music teacher development and concerns. Journal of Music Teacher Education, 20, 39-55.

Miksza, P., Roeder, M., & Biggs, D. (2010). Surveying Colorado band directors’ opinions of skills and characteristics important to successful music teaching. Journal of Research in Music Education, 57, 364-381.

Miksza, P. (2009). An exploratory study of a confluence model of preservice music teacher creativity. Music Education Research International, 3, 29-43.

Miksza, P. (2009). Relationships among impulsivity, achievement goal motivation, and the music practice of high school wind players. Bulletin of the Council for Research in Music Education, 180, 9-27.

Miksza, P. (2009). An investigation of the 2 X 2 achievement goal framework in the context of instrumental music. In L. K. Thompson and M. R. Campbell (Eds.), Research perspectives: Thought and practice in music education (pp. 81-100). Charlotte, NC: Information Age Publishing.

Miksza, P. (2007). Effective practice: An investigation of observed practice behaviors, self-reported practice habits, and the performance achievement of high school wind players. Journal of Research in Music Education, 55, 359-375.

Miksza, P. (2007). Music participation and socioeconomic status as correlates of change: A longitudinal analysis of academic achievement. Bulletin of the Council for Research in Music Education, 172, 41-58.

Miksza, P. (2006). An exploratory investigation of self-regulatory and motivational variables in the music practice of junior high band students. Contributions to Music Education, 33, 9-26.

Miksza, P. (2006). Relationships among impulsiveness, locus of control, gender, and music practice. Journal of Research in Music Education, 54(4), 308-323.

Miksza, P. (2005). Curricular decisions in music teacher education. In D. J. Teachout (Ed.), Proceedings from the 2005 Symposium on Music Teacher Education [CD]. Greensboro, NC: UNCG School of Music.

Miksza, P. (2005). The effect of mental practice on the performance achievement of high school trombonists. Contributions to Music Education, 32, 75-93.