Refereed Publications

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

Tan, L. & Miksza, P. (in press). Achievement motivation for band: Individual, collective, and academic perspectives. In data analysis phase. Psychology of Music.

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

Timperman, E., & Miksza, P. (in press). The effect of personal associative imagery on music memorization. Musicae Scientiae.

Tan, L., & Miksza, P. (in press). A Cross-Cultural Examination of University Students’ Motivation Towards Band and Academics in Singapore and the United States. Journal of Research in Music Education.

Miksza, P., McPherson, G. E., Herceg, A. M., Meider, K. (in press). Applications of self-regulation theory in secondary music education. In M. DiBenedetto (Ed.), Connecting self-regulated learning and performance with instruction across high school content areas. Springer.

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 (2nd 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.

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.

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