Musical achievement during a lockdown
The parental support miracle
Bibliographic Data
| ID | 21684569 |
|---|---|
| Authors | Antonio Oliveira (0000-0003-2588-7368, Universidade Católica Portuguesa, HNL, CEDH, Porto – Portugal, corresponding author), Gary E Mcpherson (0000-0002-2543-6762, The University of Melbourne), Gary McPherson (Melbourne Conservatorium of Music, The University of Melbourne, Australia), Luísa Mota Ribeiro (0000-0001-9056-7737, Universidade Católica Portuguesa, CEDH, Porto – Portugal), Patrícia Oliveira-Silva (0000-0001-6550-3790, Universidade Católica Portuguesa, HNL, CEDH, Porto – Portugal) |
| Year | 2023 |
| Volume | 45 |
| Issue | 1 |
| Pages | 211-226 |
| Publication date | 2023-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Research Studies in Music Education (JOURNAL) |
| Journal identifiers | ISSN: 1321-103X • E-ISSN: 1834-5530 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/1321103x211033794 |
| OpenAlex | W3200009039 |
| Language | EN |
| Citations received | 4 |
| References cited | 28 |
The quality of parental support is recognized as a crucial factor in the early stages of a student’s development, and particularly in instrumental music education. At the start of 2020, the outbreak of a global pandemic crisis posed new and unprecedented challenges to education, forcing families to stay at home to prevent contagion. This investigation was conducted during the period of a COVID pandemic lockdown in Portugal. We explored whether parental support, provided during the lockdown period, was associated with their child’s achievement as reported by their instrumental music teacher. For this study, 39 parent–teacher dyads of first-grade students of an instrument music course were recruited from two public music conservatories. Parents supplied information on the frequency in which they provided student-support-related attitudes and actions in the home context. Simultaneously, teachers provided information about the student’s achievement during the lockdown compared with the previous in-person performance period. Results indicate a strong relationship between parental support and musical achievement, with students who received higher levels of supportive parental involvement performing better than before the pandemic crisis. The findings are discussed in relation to the importance of parental involvement in a child’s instrumental music education
Academic achievement · Developmental psychology · Music education · Musical · Pandemic · Pedagogy · Diverse Music Education Insights · Medicine · Music Therapy and Health · Neuroscience and Music Perception · Psychology
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Development and Validation of the Ethics of Care Scale for Parents of Musically Gifted Children in Turkey
Relationships between perceived parenting styles and the self-regulated music practice of Chinese music majors
Sustaining Cultures and Families in a Community Strings Program
Parental Involvement and Students' Academic Achievement
Parenting Styles
Intrinsic Motivation and Self-Determination in Human Behavior
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Associations between early shared music activities in the home and later child outcomes
Parental Involvement, Selected Student Attributes, and Learning Outcomes in Instrumental Music
The role of practice in the development of performing musicians
Music's a Family Thing
| Unique citing works | 4 |
|---|---|
| Citations per year | 1 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |