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dc.contributor.authorHanke, Ashley
dc.date.accessioned2021-05-10T19:18:03Z
dc.date.available2021-05-10T19:18:03Z
dc.date.issued2015-12
dc.identifier.urihttp://digital.library.wisc.edu/1793/81798
dc.description.abstractMost educators would agree that parental involvement is critical to a child’s success regardless of the activity. Starting as early as 1979, researchers began to document the benefits of parental involvement in music lessons. While there is a debate as to whether or not parents should be involved, the majority of research demonstrates parental involvement is beneficial. This research uniquely uses the reasons parents enroll their child in lessons to assess how parents involve themselves as well as adapting an educational model of parental involvement to the music context. The model uses seven different aspects related to involvement (role construction, self-efficacy, method invitations, teacher invitations, child invitations, time and energy, and skills and knowledge). Parental involvement was measured four different ways: home-based, school-based, cognitive-based, and personal-based). Overall, the results indicate a positive relationship between the seven different aspects of involvement and the four different types of parental involvement.en_US
dc.language.isoen_USen_US
dc.publisherUniversity of Wisconsin-Stevens Point, College of Fine Arts and Communicationen_US
dc.titleParental Involvement in Music Lessonsen_US
dc.typeThesisen_US


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