Parental involvement in children’s independent music lessons

References

• Asmus, E. 1986. “Student Beliefs About the Causes of Success and Failure in Music: A Study of Achievement Motivation.” Journal of Research in Music Education 34: 262–278. doi: https://doi.org/10.2307/3345260
   Web of Science ®Google Scholar
• Asmus, E. 2006. “The Influence of Music on the Home, School, and Community.” In Sounds of Learning, edited by D. Hodges, 6.1–6.16. Carlsbad, CA: International Foundation for Music Research.
   Google Scholar
• Baker, A., and L. M. Soden. 1997. “Parent Involvement in Children’s Education: A Critical Assessment of the Knowledge Base.” Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL, 24–28 March, ERIC Document Reproduction Service ED407127.
   Google Scholar
• Brokaw, J. P. 1982. “The Extent to Which Parental Supervision and Other Selected Factors Are Related to Achievement of Musical and Technical-physical Characteristics by Beginning Instrumental Music Students.” Unpublished PhD diss., University of Michigan.
   Google Scholar
• Brook, J., W. Varela, K. Boese, R. Upitis, and P. C. Abrami. 2014. “ Examining How Self-regulatory Dimensions Affect Students’ Music Practice Habits.” Paper presented at the Canadian Society for the Study of Education Annual Conference, Brock University, St. Catharines, ON.
   Google Scholar
• Canadian Tri-Council. 2010. Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans (TCPS2). Ottawa, ON: Canadian Institutes of Health Research, Natural Sciences and Engineering Research Council of Canada, Social Sciences and Humanities Research Council of Canada.
   Google Scholar
• Cheema, J. R. 2014. “A Review of Missing Data Handling Methods in Education Research.” Review of Educational Research 20 (1): 1–22. doi:https://doi.org/10.3102/0034654314532697.
   Web of Science ®Google Scholar
• Connell, J. P., and J. G. Wellborn. 1991. “Competence, Autonomy, and Relatedness: A Motivational Analysis of Self-system Processes.” In Minnesota Symposia on Child Psychology, edited by M. Gunnar and L. A. Sroufe, 43–47. Hillsdale, NJ: Erlbaum.
   Google Scholar
• Creech, A. 2001. “Play for Me: An Exploration Into Motivations, Issues and Outcomes Related To Parental Involvement in Their Children’s Violin Study.” Unpublished MA diss., University of Sheffield.
   Google Scholar
• Creech, A. 2006. “Dynamics, Harmony and Discord: A Systems Analysis of Teacher-pupil-parent interaction in Instrumental Learning.” Unpublished PhD thesis, Institute of Education, University of London.
   Google Scholar
• Creech, A. 2008. “The Role of the Family in Supporting Learning.” In The Oxford Handbook of Music Psychology, edited by S. Hallam, 295–306. Oxford: Oxford University Press.
   Google Scholar
• Creech, A. 2009. “Teacher-parent-pupil Triads: A Typology of Interpersonal Interaction in the Context of Learning a Musical Instrument.” Musicae Scientiae 13 (2): 387–413. doi: https://doi.org/10.1177/102986490901300208
   Web of Science ®Google Scholar
• Creech, A. 2010. “Learning a Musical Instrument: The Case for Parental Support.” Music Education Research 12 (1): 13–32. doi: https://doi.org/10.1080/14613800903569237
   Web of Science ®Google Scholar
• Creech, A., and S. Hallam. 2003. “Parent-teacher-pupil Interactions in Music Tuition: A Literature Review.” British Journal of Music Education 20 (1): 29–44. doi:https://doi.org/10.1017/S0265051702005272.
   Google Scholar
• Creech, A., and S. Hallam. 2011. “Learning a Musical Instrument: The Influence of Interpersonal Interaction on Outcomes for School-aged Pupils.” Psychology of Music 39 (1): 102–122. doi:https://doi.org/10.1177/030573561037022.
   Web of Science ®Google Scholar
• Crozier, G. 1999. “Parent Involvement: Who Wants It?” International Studies in Sociology of Education 9 (2): 111–132. doi: https://doi.org/10.1080/09620219900200040
   Google Scholar
• Davidson, J. W., M. J. A. Howe, D. G. Moore, and J. A. Sloboda. 1996. “The Role of Parental Influences in the Development of Musical Performance.” British Journal of Developmental Psychology 14: 399–412. doi: https://doi.org/10.1111/j.2044-835X.1996.tb00714.x
   Web of Science ®Google Scholar
• Davidson, J. W., M. J. A. Howe, and J. A. Sloboda. 1997. “Environmental Factors in the Development of Musical Performance Skill in the First Twenty Years of Life.” In The Social Psychology of Music, edited by D. J. Hargreaves and A. C. North, 188–203. Oxford: Oxford University Press.
   Google Scholar
• Doan, G. 1973. “An Investigation of the Relationships Between Parental Involvement and the Performance Ability of Violin Students.” Unpublished PhD diss., Ohio State University.
   Google Scholar
• Dignath, C., G. Büttner, and H. P. Langfeldt. 2008. “How can Primary School Students Learn Self-regulated Learning Strategies most Effectively? A Meta-analysis on Self-regulation Training Programmes.” Educational Research Review 3 (2): 101–129. doi: https://doi.org/10.1016/j.edurev.2008.02.003
   Web of Science ®Google Scholar
• Duke, R. A. 1999. “Teacher and Student Behaviour in Suzuki String Lessons: Results from the International Research Symposium on Talent Education.” Journal of Research in Music Education 47: 293–307. doi: https://doi.org/10.2307/3345485
   Web of Science ®Google Scholar
• Ericsson, K. A. 1997. “Deliberate Practice and the Acquisition of Expert Performance: An Overview.” In Does Practice Make Perfect? Current Theory and Research on Instrumental Practice, edited by H. Jørgensen and A. C. Lehmann, 9–51. Oslo: Norges musikkhøgskole.
   Google Scholar
• Ericsson, K. A., R. T. Krampe, and C. Tesch-Römer. 1993. “The Role of Deliberate Practice in the Acquisition of Expert Performance.” Psychological Review 100: 363–406. doi: https://doi.org/10.1037/0033-295X.100.3.363
   Web of Science ®Google Scholar
• Feldman, A. F., and J. L. Matjasko. 2005. “The Role of School-based Extracurricular Activities in Adolescent Development: A Comprehensive Review and Future Directions.” Review of Educational Research 75: 159–210. doi:https://doi.org/10.3102/00346543075002159.
   Web of Science ®Google Scholar
• Grolnick, W. S., C. Benjet, C. O. Kurowski, and N. H. Apostoleris. 1997. “Predictors of Parent Involvement in Children’s Schooling.” Journal of Educational Psychology 89: 538–548. doi: https://doi.org/10.1037/0022-0663.89.3.538
   Web of Science ®Google Scholar
• Hallam, S. 1998. “The Predictors of Achievement and Dropout in Instrumental Tuition.” Psychology of Music 26: 116–132. doi: https://doi.org/10.1177/0305735698262002
   Google Scholar
• Hallam, S., T. Rinta, M. Varvarigou, A. Creech, I. Papageorgi, T. Gomes, and J. Lanipekun. 2012. “The Development of Practising Strategies in Young People.” Psychology of Music 40 (5): 652–680. doi:https://doi.org/10.1177/0305735612443868.
   Web of Science ®Google Scholar
• Howe, M. J. A., and J. A. Sloboda. 1991. “Young Musicians’ Accounts of Significant Influences in Their Early Lives: 1. The Family and Musical Background.” British Journal of Music Education 8: 39–52. doi: https://doi.org/10.1017/S0265051700008056
   Google Scholar
• Jorgensen, E. R. 1998. “Modeling Aspects of Type IV Music Instructional Triads.” Bulletin of the Council for Research in Music Education 137: 43–56.
   Google Scholar
• McCormick, J., and G. E. McPherson. 2003. “The Role of Self-efficacy in a Musical Performance Examination: An Exploratory Structural Equation Analysis.” Psychology of Music 31: 37–51. doi: https://doi.org/10.1177/0305735603031001322
   Google Scholar
• McPherson, G. E. 2009. “The Role of Parents in Children’s Musical Development.” Psychology of Music 37 (1): 91–110. doi:https://doi.org/10.1177/0305735607086049.
   Web of Science ®Google Scholar
• McPherson, G. E., and J. W. Davidson. 2002. “Musical Practice: Mother and Child Interactions During the First Year of Learning an Instrument.” Music Education Research 4: 141–156. doi: https://doi.org/10.1080/14613800220119822
   Google Scholar
• McPherson, G. E., and J. W. Davidson. 2006. “Playing an Instrument.” In The Child as Musician: A Handbook of Musical Development, edited by G. McPherson, 331–351. Oxford: Oxford University Press.
   Google Scholar
• McPherson, G. E., J. W. Davidson, and R. Faulkner. 2012. Music in our Lives: Redefining Musical Development, Ability and Identity. Oxford: Oxford University Press.
   Google Scholar
• McPherson, G. E., and J. McCormick. 2006. “Self-efficacy and Music Performance.” Psychology of Music 34 (3): 322–336. doi: https://doi.org/10.1177/0305735606064841
   Google Scholar
• McPherson, G. E., and J. M. Renwick. 2001. “A Longitudinal Study of Self-regulation in Children’s Musical Practice.” Music Education Research 3: 169–186. doi: https://doi.org/10.1080/14613800120089232
   Google Scholar
• McPherson, G. E., and J. M. Renwick. 2011. “Self-regulation and Mastery of Musical Skills.” In The Handbook of Self-regulation of Learning and Performance, edited by B. J. Zimmerman and D. H. Shunk, 234–248. New York, NY: Routledge.
   Google Scholar
• McPherson, G. E., and B. J. Zimmerman. 2002. “Self-regulation of Musical Learning: A Social Cognitive Perspective.” In The New Handbook of Research on Music Teaching and Learning, edited by R. Colwell and C. Richardson, 234–248. New York, NY: Oxford University Press.
   Google Scholar
• McPherson, G. E., and B. J. Zimmerman. 2011. “Self-regulation of Musical Learning: A Social Cognitive Perspective on Developing Performance Skills.” In MENC Handbook of Research on Music Learning, Volume 2: Applications, edited by R. Colwell and P. Webster, 130–175. New York: Oxford University Press.
   Google Scholar
• Pomerantz, E. M., W. S. Grolnick, and C. E. Price. 2005. “The Role of Parents in How Children Approach Achievement: A Dynamic Process Perspective.” In Handbook of Competence and Motivation, edited by A. J. Elliot and C. S. Dweck, 259–278. New York, NY: Guilford.
   Google Scholar
• Renwick, J. M. 2008. “Because I Love Playing My Instrument: Young Musicians’ Internalized Motivation and Self-regulated Practising Behaviour.” Unpublished PhD diss., University of New South Wales.
   Google Scholar
• Rife, N. A., Z. M. Shnek, J. L. Lauby, and L. B. Lapidus. 2001. “Children’s Satisfaction with Private Music Lessons.” Journal of Research in Music Education 49 (1): 21–32. doi: https://doi.org/10.2307/3345807
   Web of Science ®Google Scholar
• Ryan, R. M., and E. I. Deci. 2009. “Promoting Self-determined School Engagement: Motivation, Learning, and Well-being.” In Handbook of Motivation at School, edited by K. R. Wentzel and A. Wigfield, 171–195. New York, NY: Routledge.
   Google Scholar
• Ryan, R. M., J. D. Stiller, and J. H. Lynch. 1994. “Representations of Relationships to Teachers, Parents, and Friends as Predictors of Academic Motivation and Self Esteem.” Journal of Early Adolescence 14: 226–249. doi: https://doi.org/10.1177/027243169401400207
   Google Scholar
• Sosniak, L. A. 1985. “Learning to be a Concert Pianist.” In Developing Talent in Young People, edited by B. S. Bloom, 477–506. New York, NY: Ballantine.
   Google Scholar
• Sosniak, L. A. 1990. “The Tortoise, the Hare, and the Development of Talent.” In Encouraging the Development of Exceptional Skills and Talents, edited by M. J. A. Howe, 149–164. Leicester: British Psychological Society.
   Google Scholar
• Spera, C. 2006. “Adolescents’ Perceptions of Parental Goals, Practices, and Styles in Relation to their Motivation and Achievement.” Journal of Early Adolescence 26: 456–490. doi: https://doi.org/10.1177/0272431606291940
   Web of Science ®Google Scholar
• Statistics Canada. 2011a. “ Census of Population.” http://www12.statcan.gc.ca/census-recensement/2011/dp-pd/hlt-fst/pd-pl/Table-Tableau.cfm?LANG=Eng&T=101&SR=1&S=3&O=D.
   Google Scholar
• Statistics Canada. 2011b. “ National Household Survey.” http://www12.statcan.gc.ca/nhs-enm/2011/as-sa/99-012-x/99-012-x2011001-eng.pdf.
   Google Scholar
• Upitis, R., P. C. Abrami, J. Brook, K. Boese, and M. King. Forthcoming-a. Characteristics of Independent Music Teachers. Music Education Research. doi: https://doi.org/10.1080/14613808.2016.1204277.
   Google Scholar
• Upitis, R., P. C. Abrami, W. Varela, and J. Brook. Forthcoming-b. Student Experiences of Studio Music Instruction. Music Education Research. doi: https://doi.org/10.1080/14613808.2016.1202221.
   Google Scholar
• Upitis, R., and K. Smithrim. 2002. Learning Through the Arts^TM: National assessment – A Report on Year 2 (2000–2001). Toronto: The Royal Conservatory of Music. 78.
   Google Scholar
• Young, W., G. Weckman, and W. Holland. 2011. “A Survey of Methodologies for the Treatment of Missing Values within Datasets: Limitations and Benefits.” Theoretical Issues in Ergonomics Science 12 (1): 15–43. doi: https://doi.org/10.1080/14639220903470205
   Google Scholar
• Zdzinski, S. 1996. “Parental Involvement, Selected Student Attributes, and Learning Outcomes in Instrumental Music.” Journal of Research in Music Education 44: 34–48. doi: https://doi.org/10.2307/3345412
   Web of Science ®Google Scholar
• Zimmerman, B. J. 2000. “Attaining Self-regulation: A Social Cognitive Perspective.” In Handbook of Self-regulation, edited by M. Boekaerts, P. R. Pintrich, and M. Zeidner, 13–39. New York, NY: Academic Press.
   Google Scholar
• Zimmerman, B. J. 2011. “Motivational Sources and Outcomes of Self-regulated Learning and Performance.” In Handbook for Self-regulation of Learning and Performance, edited by B. J. Zimmerman and D. H. Schunk, 49–64. New York, NY: Routledge.
   Google Scholar