Résumés
Abstract
We examined the effects of choices parents can make regarding their child’s piano lessons: age started, instruction method, taking exams, taking group lessons, sitting in on lessons, helping with home practice, giving rewards for practising. Parental choices were correlated with the following child variables regarding piano playing: autonomous motivation, interest in performance and creativity, interest in effortful practice, time spent practising, feeling of competence, and exam performance. We administered questionnaires to 173 piano students aged six to sixteen and their parents. The most beneficial predictors were: initiating lessons before age seven, sitting in on lessons, and helping with home practice.
Résumé
Nous avons examiné l’effet de diverses décisions que les parents peuvent prendre dans le cadre de l’apprentissage du piano de leurs enfants, par exemple au niveau de l’âge pour commencer cet apprentissage, la méthode d’enseignement, les examens, les cours de groupes, l’assistance aux cours, leur présence active lors des pratiques quotidiennes, et le fait de récompenser ces pratiques. Ces choix ont été mis en corrélation avec diverses variables se rapportant au jeu pianistique de l’enfant, c’est-à-dire à leur motivation personnelle, leur intérêt pour l’interprétation et la créativité, leur intérêt pour l’effort mis dans la pratique, le temps qui y est passé, leur sentiment d’habileté, et leur niveau de réussite aux examens. Nous avons soumis 173 élèves de piano, âgés de 6 à 16 ans, ainsi que leurs parents, à une série de questionnaires. Cette étude a permis de révéler certaines des décisions les plus bénéfiques, telles que commencer les leçons avant l’âge de 7 ans, assister aux cours, et aider aux pratiques quotidiennes.
Parties annexes
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