The change in parental involvement in boys' instrumental practice

Abstract

This study examines the nature and influences of the change in parental involvement in boys’ instrumental practice within a single school context. Questionnaire data was collected from the parents of male students in Years 3, 5, 7, and 9. Three types of parental involvement were found: instruction, verbal encouragement and monitoring. A statistically significant decline was found in the average reported use of instruction and average reported levels of child cooperation to reminders. Parental involvement was found to be significantly related with perceived parental responsibility and child response to involvement. Follow-up interviews were conducted with three mother–son dyads as case studies of high, medium and low levels of parental involvement in Year 9 boys. Interview findings explored the dynamics of mother and son interactions in music practice. Common themes emerged among the high and medium level case studies in regard to perceptions of parental responsibility, preferred methods of involvement, and reasons behind involvement. This study opens new avenues for further research into the parental involvement of adolescents’ music practice.