Music majors’ perceptions of their parental influence and self-regulated music practice In China /

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Student Theses

2022

Zhang, Chunxiao

Hong Kong : The Education University of Hong Kong

Thesis

This study looks beyond the “self ” in “self-regulated learning” (SRL) and explores how parents affect the development of music majors’ self-regulation in the individual music practice context in mainland China. An explanatory sequential design mixed-method approach was used to explore how parents (i.e., parenting styles, parental goals, and behaviours) influence student musical self-regulation. The research took the form of a survey (Phase I) and interview (Phase II), which provides ample evidence supporting the importance of parents in developing their children’s self-regulated music practice (SRMP) abilities. It has clarified the characteristics of parent-children behavioural interaction during the evolution from childhood student to self-regulated music major and highlighted how the beliefs of parents and children, which are influenced by Chinese traditional culture, drive the development process. The findings are helpful references in forming a view of whether so-called “tiger” parents help or hinder Chinese music students to become proactive self-regulated learners.In Phase I, a questionnaire adapted from the Parental Authority Questionnaire (Buri, 1991) and the Self-Regulated Practice Behaviour Scale (Miksza, 2012) was distributed to music majors in mainland China (N= 880). Using structural equation modelling (SEM), the results indicate that an authoritative approach is the “best”, which moderately positively relates to most (5 out of 6) dimensions (i.e., motive, method, behaviour, social and environment) of self-regulated music practice (SRMP). The authoritarian parenting style has a small positive impact on most (4 out of 6) dimensions (i.e., motive, method, behaviour and environment), whereas the permissive parenting style only negatively correlates with the three dimensions (i.e., social, time and environment) of SRMP. In addition, the structural path invariance across gender was tested, and the results indicated there was gender difference was not significant.In Phase II, interview that included the SRL microanalysis and semi-structured interview was conducted. Participants (N=14) were selected from the respondents of Phase I. Crosscase analysis of the qualitative data revealed five themes: (a) reasons of music learning; (b) parental behaviours in music practice; (c) parental behaviours in music learning (i.e., lesson-based involvement, music activities, and communication); (d) students’ coping with parental behaviours; and (e) perceptions of parental behaviours. The integrated result of the two phases highlighted the similarities and differences between quantitative and qualitative data sets and uncovered a rich body of information that clarifies the complex parental influence on student SRMP.The current results suggest that authoritative and authoritarian parenting styles are beneficial for Chinese music learners’ SRMP development. Further, among different SRMP levels of music majors in China, great variance was noted in parental behaviours and goals. More importantly, student self-regulatory developmental trajectories from parent-regulation to self-regulation were highlighted. These provides evidence to explain how parents facilitate music learners to become proactive self-regulated learners in the mainland China context. This study developed a better understanding of parent effects on their children’s SRMP development within the Chinese cultural context. Moreover, in conjunction with the literature, methodological, theoretical, and practical implications are discussed. Limitations and recommendations for future studies have also been described at the end of this dissertation

LG51.H43 Dr 2022eb Zhangc

https://educoll.lib.eduhk.hk/records/M9YkcwQQ