Interaction in Instrumental Learning: The Influence of Interpersonal Dynamics on Parents

Autor/inn/en	Creech, Andrea; Hallam, Susan
Titel	Interaction in Instrumental Learning: The Influence of Interpersonal Dynamics on Parents
Quelle	In: International Journal of Music Education, 27 (2009) 2, S.94-106 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0255-7614
DOI	10.1177/0255761409102318
Schlagwörter	Self Efficacy; Parent Participation; Parent Teacher Cooperation; Musical Instruments; Teacher Leadership; Parent Student Relationship; Predictor Variables; Performance Factors; Parent Attitudes; Questionnaires; Foreign Countries; Aptitude Treatment Interaction; Research Reports; Social Influences; United Kingdom + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Elternmitwirkung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Musikinstrument; Lehrerfunktionsstelle; Prädiktor; Leistungsindikator; Elternverhalten; Fragebogen; Ausland; Research report; Forschungsbericht; Sozialer Einfluss; Großbritannien
Abstract	The research reported here forms part of a UK study that investigated the impact of interpersonal interaction on teaching and learning outcomes, in the context of learning a musical instrument. This article presents the findings relating to parents, exploring how parental involvement, self-efficacy and personal satisfaction were influenced by parent-pupil and parent-teacher interactions. Systems theory provided a framework whereby interaction was interpreted as a product of a communicative system. Interpersonal dynamics were conceptualized as control and responsiveness, and treated as possible predictors of involvement, self-efficacy and personal satisfaction. Personal satisfaction of parents was found to be the outcome most vulnerable to interpersonal factors. Perceived teacher leadership and parental ambition (underlying dimensions of the control scale), together with reciprocity (underlying dimension of the responsiveness scale) had the greatest positive effects. This article points to the potential for parents and teachers to reframe their modes of relating within learning partnerships, thus (according to systems theory) effecting change in communication patterns and potentially fostering enhanced outcomes for all. (Contains 3 figures and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10