The Impact of Parental Involvement on Children's Piano Learning Performance

Abstract

Through systematic literature Review (SLR) method, this study integrates empirical studies on the impact of parental involvement on children's piano learning performance from 2017 to 2024, and reveals the multi-dimensional mechanism and interaction effects of parental involvement. The study found that parental involvement affected children's learning outcomes through three dimensions of behavioral supervision, emotional support and cognitive guidance, but its effect was regulated by instructional design, cultural context and learner characteristics. Behavioral supervision can improve skill proficiency, but lack of emotional support is easy to cause rebellious psychology. Cognitive guidance depends on parents' professional background and needs to be optimized collaboratively with instructional design. Cultural differences significantly affect the participation pattern. In collectivist culture, parents tend to be authoritative, while in individualist culture, children's autonomy is emphasized. The study further proposes a "parent-teacher-child" tripartite collaboration framework, emphasizing the key role of instructional design in integrating the dimensions of participation. Despite the significant potential of parental involvement in motivation stimulation, skill acquisition and psychological resilience development, over-intervention, cultural conflict and measurement tool heterogeneity are still urgent problems to be solved. Future research needs to deepen cross-cultural comparisons, explore participation models under technology empowerment, and pay attention to ethical issues. This study provides strategy suggestions for educational practitioners to promote the scientific and personalized development of family participation in music education.