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

Prospective conceptual model of Tomatis® method effects on students’ self-regulation Annelize Bonthuys, Karel Botha & Anneke Stols Pages 427-432 | Published online: 26 Oct 2017 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) selfreflection or enhanced inward learning experience; and v) boldness, creativity and openmindedness.

Findings support a conceptual working model of the Tomatis® method for the promotion of learner self-regulation and behavioural change in a university setting.