چکیده:
The socio-economic status of parents is directly related to parents' participation in activities related
to their child's music learning. However, there is insufficient evidence on the impact of parents'
socio-economic status on music learning activities and children's choice of instruments. The aim of
this study was to investigate the effect of socio-economic status of parents on their participation in
their children's music learning and children's entertainment with music-related activities. This study
examined the value and extent of parental involvement from the perspective of 157 parents with
children between 3 and 12 years old, enrolled in music classes in Tehran. The main tool for
collecting information required for the research was a questionnaire. Descriptive statistics were
used to collect the quantitative data of the questionnaires and the collected data were analyzed
using SPSS and Excel statistical software. In addition, children from families with high socioeconomic
status are more involved in music learning activities. As this study shows, the socioeconomic
status of parents has a significant impact on their children's participation, perspective and
interaction. Therefore, educators should pay more attention to children's backgrounds in order to
provide appropriate guidance and support based on the needs of each student and their parents. A
more regular communication and interaction between the teacher, the student and the parents about the challenges they face and their expectations will help increase children's learning of music.
خلاصه ماشینی:
The aim of this study was to investigate the effect of socio-economic status of parents on their participation in their children's music learning and children's entertainment with music-related activities.
Furthermore, the study of parental involvement has shown positive impact on children's academic achievement (Fan, 2001; Park & Bauer, 2002; Driessen, 2005; Jeynes, 2007; Nokali, 2010; Castro, et al.
Apart from cognitive development and academic achievement, parental support or involvement also enhances children's ability to read and therefore strengthen their literacy skills (Hawes, 2005; Milly, 2010; Carroll, 2013; Martorana, 2015).
To put parents' involvement and their socio-economic status in measuring the impact towards children's music education, researchers often focus on the outcome of musical achievement.
In addition, as parents' involvement plays an important role in student's music learning process, therefore, it is crucial to study whether socio-economic status has an effect on their children's music learning.
As a result of studying the impact of socio-economic status of parents who have a significant role in activities related to children's music (learning and selecting music instrument) will help the music community and identify the conditions and factors affecting children's music in particular.
Previous researches have been done to study on children's school education and the results suggested that parental socio-economic status do play a role in their involvement in children's education (Kung, 2016; Desimone, 1999).
Morgan (2009) performed a study to evaluate the impact of socio-economic status, parenting and the learning related problems on a large group of children whose is the only child in a family.