Parents’ music training motivation and children’s music learning achievement: An investigation in the Chinese context.

Liu, L.; Bond, M.H.; Guan, Y.; Cai, Z.; Sun, J.; Yu, Q.; Fu, R.; Wang, Z.

Abstract

The current research examined Chinese parents’ motivation regarding music training for their children, and its relationships with their children’s learning outcomes (N = 269). Results of principal component analysis showed that Chinese parents had both intrinsic and extrinsic motivation regarding children’s music training. Parents’ intrinsic motivation was positively related to children’s learning achievement (rated by teachers). Although extrinsic motivation did not predict learning achievement, it served as a significant moderator and strengthened the relationship between intrinsic motivation and children’s achievement. Moreover, the results showed that children’s learning engagement mediated the interaction between intrinsic motivation and extrinsic motivation regarding children’s learning achievement. The corresponding moderated mediation model was supported. Theoretical and practical implications are discussed.

Citation

Liu, L., Bond, M., Guan, Y., Cai, Z., Sun, J., Yu, Q., …Wang, Z. (2015). Parents’ music training motivation and children’s music learning achievement: An investigation in the Chinese context. Psychology of Music, 43(5), 661-674. https://doi.org/10.1177/0305735614532703

• Journal Article Type: Article
• Online Publication Date: May 14, 2014
• Publication Date: 2015-09
• Deposit Date: May 12, 2016
• Journal: Psychology of Music
• Print ISSN: 0305-7356
• Electronic ISSN: 1741-3087
• Publisher: SAGE Publications
• Peer Reviewed: Peer Reviewed
• Volume: 43
• Issue: 5
• Pages: 661-674
• DOI: https://doi.org/10.1177/0305735614532703
• Public URL: https://durham-repository.worktribe.com/output/1382013