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    Prospective conceptual model of Tomatis® method effects on students’ self-regulation

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    Date
    2017
    Author
    Bonthuys, Annelize
    Botha, Karel
    Stols, Anneke
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    Abstract
    This study aimed to develop a preliminary conceptual model that explains the perceived effect of the Tomatis® method on university students’ self-regulation for study course learning. Seven beginning graduate students (6 female; 3 black, 4 white) with a large South African university completed a Tomatis® method programme student learning support intervention. The students participated in focus group discussion and brief survey on their Tomatis® method programme student learning support experiences. Thematic analysis identified five themes that define Tomatis® method programme self-regulation effects on students: i) being self-aware and enhanced environmental sensitivity; ii) improved study concentration per time frame; iii) perspective taking, willingness, and ability to listen to others’ opinions; iv) self-reflection or enhanced inward learning experience; and v) boldness, creativity and open-mindedness. Findings support a conceptual working model of the Tomatis® method for the promotion of learner self-regulation and behavioural change in a university setting
    URI
    http://hdl.handle.net/10394/27550
    https://doi.org/10.1080/14330237.2017.1375200
    https://www.tandfonline.com/doi/full/10.1080/14330237.2017.1375200
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