Résumés
Abstract
Dropping out of piano lessons before reaching a moderate mastery of the instrument is a frequent problem among students. Previous research finds that children often leave music lessons as the result of predictors such as expertise—measured by musical ability, academic achievement, and musical achievement—and environment—measured by social and educational status, gender differences, parental involvement, and home culture. Fifty-five former piano students and their parents filled out questionnaires with Likert-scale, multiple choice, and open-ended questions in a mixed-methods study. This group was compared to 153 students and parents who were still involved with lessons. The results between the two groups show that many of the attrition factors outlined in the literature predicted piano student dropouts as well.
Résumé
Abandonner les cours de piano avant d’atteindre une maîtrise raisonnable de l’instrument est un problème fréquent parmi les étudiants. De précédentes recherches ont montré que les enfants décrochent des leçons de musique à la lumière de facteurs tels que l’expertise — mesurée par l’habilité musicale, l’accomplissement académique, et l’accomplissement musical — et l’environnement — mesurée le statut social et éducationnel, les différences de genre, l’investissement parental, et la culture à la maison. Cinquante-cinq anciens étudiants en piano et leurs parents ont rempli des questionnaires contenant des questions selon l’échelle de Likert, à choix multiple, et à réponse ouverte dans le cadre d’une étude en méthodes mixtes. Ce groupe a été comparé à cent cinquante-trois étudiants et parents qui poursuivaient encore leurs leçons. Les résultats entre ces deux groupes montrent que plusieurs facteurs d’attrition soulignés dans la littérature ont également prédit le décrochage des étudiants en piano.
Parties annexes
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