This paper examines students’ perceptions of parental involvement in and support for their learning a musical instrument. It draws from a self-completed questionnaire given to 356 young instrumental learners attending Grades 4 to 13 in Hong Kong schools. The findings fall within three categories: the relationship between students’ school grade and their perceived parental support for learning an instrument; the extent to which the students perceived their parents’ involvement and support in terms of physical and financial assistance; and the extent of perceived parental support for students’ desire to enter the music profession. Despites a general positive student perception of parental attitudes toward musical activities, students saw their personal interest in music, their motivation to practice, their intent to pursue a career in music, and the influence of their instrumental tutors as crucial factors to their learning an instrument.
"Parental Support and Student Learning of Musical
Instruments in Hong Kong,"
Visions of Research in Music Education: Vol. 19, Article 5.
Available at: https://opencommons.uconn.edu/vrme/vol19/iss1/5