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- Disentangling motivation within instrumental music learning: a systematic reviewPublication . Oliveira, António; Ribeiro, Fabiana Silva; Ribeiro, Luísa Mota; McPherson, Gary; Oliveira-Silva, PatríciaMotivation is a crucial aspect of learning, particularly in the field of music. For decades, motivation for learning music has been a much-discussed subject, and yet its influence still remains a convoluted issue. This study systematically analyses peer-reviewed English language studies, according to PRISMA guidelines, in order to understand how children’s and adolescents’ motivation to learn a musical instrument has been studied, the theories that have been adopted to frame this research, the types of quantitative instruments that have been designed or adopted within the research designs, and the types of findings that have documented. A search on Web of Science, Education Resources Information Center, and Scopus was conducted, using the following terms: music, instrument, learn, education, study, and motivation. The initial search identified 447 studies. Twenty of these met the inclusion criteria for investigating any music-related aspect of motivation that was based on the analysis of quantitative data. Results show a limited number of studies that have explored children’s motivation in the context of learning a musical instrument and report a special focus on the central role of parents and social background. Implications of these results for music education and the adequacy of questionnaires to children are discussed.
- Musical achievement during a lockdown: the parental support miraclePublication . Oliveira, António; McPherson, Gary; Ribeiro, Luísa Mota; Oliveira-Silva, PatríciaThe 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. 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. This investigation was conducted during the period of a COVID pandemic lockdown in Portugal. We explored whether parental support, provided during the lockdown period, was associated with their child’s achievement as reported by their instrumental music teacher. For this study, 39 parent–teacher dyads of first-grade students of an instrument music course were recruited from two public music conservatories. Parents supplied information on the frequency in which they provided student-support-related attitudes and actions in the home context. Simultaneously, teachers provided information about the student’s achievement during the lockdown compared with the previous in-person performance period. Results indicate a strong relationship between parental support and musical achievement, with students who received higher levels of supportive parental involvement performing better than before the pandemic crisis. The findings are discussed in relation to the importance of parental involvement in a child’s instrumental music education.