Parental and Personality Factors that Predict Students' Length of Piano Study

Abstract

The current study was designed to determine if interrelationships existed among the following variables: (a) parental behavioral support, (b) parental cognitive support, (c) parental personal support, (d) parental demandingness, (e) parental responsiveness, (f) students' extraversion, (g) students' work drive, and (h) months of piano study. This study also determined which aforementioned variables best predict individuals' months of study. Parental and student demographics were also reported.

Students (N = 108) who studied piano for at least two years in duration and were enrolled in private piano studios were sampled. Data were collected utilizing the following testing instruments: (a) a researcher-generated Parental Involvement in Piano Study scale, (b) the Parenting Style Questionnaire (Paulson, 1994), (c) the Adolescent Personal Style Inventory in combination with work drive items (Lounsbury, Tatum, Gibson, Park, Sundstrom, Hamrick, & Wilburn, 2003), and (d) a researcher-generated Demographic Questionnaire For Parents.

Correlations beyond the .01 level of significance were found between the following variables: (a) months of piano study and parental behavioral support, (b) months of piano study and parental personal support, (c) parental behavioral support and parental personal support, and (d) parental behavioral support and parental cognitive support. Correlations beyond the .05 level of significance were found between: (a) months of piano study and parental cognitive support, (b) months of piano study and demanding parental style, (c) parental cognitive support and parental personal support, (d) parental personal support and demanding parenting style, and (e) parental personal support and work drive.

Results from a simultaneous multiple regression revealed behavioral parental support, cognitive parental support, personal parental support, and parental demandingness were statistically significant predictors of numbers of months of piano study. Supported by the current research findings, specific strategies related to parental support are provided within Chapter Five. Teachers can share these suggested behaviors with parents. Based upon the integration of these strategies, parents will feel empowered to enhance their child's music education.