| This study examined relationships among selected aspects of parental involvement and cognitive, affective, and performance outcomes in instrumental music. Music aptitude (MAP, Gordon, 1965), parental involvement (measured by the PIM questionnaire, Zdzinski, 1987; 1992), grade level, and gender served as the independent variables. Cognitive musical outcomes (measured by MAT, Colwell, 1969 and ITML, Gordon, 1970), performance outcomes (measured by the Watkins-Farnum Performance Scale, (1954) and a subjective scale of musicality, tone quality and intonation, and technique, the Performance Rating Scale Supplement, created by the researcher for this study), and affective outcomes (measured by the Music Attitude Inventory, Zorn, 1969, and two measures of motivation for music, Asmus, 1990) served as the dependent variables.;Subjects were instrumental music students (N = 406) from five intact band programs located in rural New York and Pennsylvania. Wind and percussion volunteers from grades 4 through 12 participated.;Data were examined using descriptive analysis, correlational analysis, and analysis of variance. Major findings include the following: (1) Parental involvement was found to be related to overall cognitive, performance, and affective outcomes. (2) For cognitive musical outcomes, parental involvement was only related at the elementary level. Factoring out music aptitude markedly decreased the strength of the relationship between parental involvement and cognitive outcomes. Paternal parental involvement was more influential than maternal parental involvement for cognitive outcomes. (3) For performance outcomes, parental involvement was only related at the elementary level. Factoring out music aptitude resulted in a non-significant relationship between parental involvement and musical performance. Paternal parental involvement was more strongly related to performance outcomes than maternal parental involvement. (4) For affective outcomes, the strength of the parental involvement relationship increased with student age. Factoring out music aptitude had little impact on the parental involvement relationship. Maternal parental involvement was more strongly related than was paternal parental involvement. (5) Items concerning concert attendance, providing materials, participating in parent groups, and tape recording student performances were related to all outcomes. |
