Parents supplied information on the frequency in which they provided student-support-related attitudes and actions in the home context. For this study, 39 parent–teacher dyads of first-grade students of an instrument music course were recruited from two public music conservatories. ![]() We explored whether parental support, provided during the lockdown period, was associated with their child’s achievement as reported by their instrumental music teacher. This investigation was conducted during the period of a COVID pandemic lockdown in Portugal. At the start of 2020, the outbreak of a global pandemic crisis posed new and unprecedented challenges to education, forcing families to stay at home to prevent contagion. The quality of parental support is recognized as a crucial factor in the early stages of a student’s development, and particularly in instrumental music education.
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