Parental support and student learning of musical instruments in Hong Kong

This paper examines students’ perceptions of parental involvement in and support for their learning a musical instrument. It draws from a self-completed questionnaire given to 356 young instrumental learners attending Grades 4 to 13 in Hong Kong schools. The findings fall within three categories: the relationship between students’ school grade and their perceived parental support for learning an instrument; the extent to which the students perceived their parents’ involvement and support in terms of physical and financial assistance; and the extent of perceived parental support for students’ desire to enter the music profession. Despites a general positive student perception of parental attitudes toward musical activities, students saw their personal interest in music, their motivation to practice, their intent to pursue a career in music, and the influence of their instrumental tutors as crucial factors to their learning an instrument.