Abstract
ABSTRACT The purpose of the study was to examine types of parental involvement associated with independent music lessons. A self-report survey was designed to explore parent characteristics, parental goals, students’ musical progress, the teacher–student relationship, the practice environment, and parent behaviours during practice sessions. The extent to which the outcomes of enjoyment and progress could be predicted by parenting goals and values, time spent practising, teacher qualities, and student self-regulation was also examined. The survey was distributed through Canada’s Royal Conservatory, yielding 2583 surveys for analysis. Results indicated that parents were deeply invested in their children’s music lessons, as reflected in the years of commitment to music instruction, the thoughtful roles that they took in supporting their children’s evolution as self-regulating musicians, and the respect that they held for their children’s teachers. Evidence suggested that positive teacher–student relationships and parental involvement in practice sessions between lessons predicted student enjoyment of music and musical progress.
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