Capturing Parental Beliefs About Learning an Instrument at Primary School Age

Abstract

Parental beliefs can significantly influence children’s learning behavior. The present study examines parental beliefs in the context of learning to play an instrument in primary school pupils. We developed a questionnaire to assess 12 different belief facets and validated it using data from a music school study (Nfamilies = 195) and a primary school study (Nfamilies = 163). Confirmatory factor analysis confirmed the factorial structure of the questionnaire, corroborated by supplementary exploratory factor analyses. We observed satisfactory to good scale reliabilities. As expected, we found correlations between the belief scales and parents’ music biographical background, their willingness to invest, and their goals regarding instrumental lessons. Moreover, multilevel models revealed associations between parental belief facets and children’s learning motivation. Beliefs about parents’ responsibility and the child’s self-responsibility concerning their musical education proved particularly significant. The questionnaire developed provides a suitable instrument for the multidimensional assessment of parental beliefs about music-making and learning an instrument at primary school age.