Do the Learning Beliefs of a Parent Influence the Attributional Behaviours of his Children within a School Music Classroom?

By Nerelee Henry.

Published by The International Journal of Humanities Education

Format Price
Article: Print $US10.00
Published online: April 10, 2014 $US5.00

This study explored the influence of a Parent’s learning beliefs on his three children within the authentic learning environment of a school music classroom. Achievement motivation, specifically Attribution Theory, was used to illuminate each child’s new learning experiences within an authentic learning environment. Though there is much research that focuses on the importance of the Parent in children’s learning, and evidence of Parent’s attributions about their own children’s academic success, there has been less research focused on the role of Parent’s learning beliefs and how they influence the learning behaviours of their children. This research focuses on an interview with a Parent and his three children, and collected data from two semi-structured interviews with each sibling as well as individual learning journals, where examples of new learning within the school music classroom were recorded by each sibling individually. This present discussion will focus on the role of the Parent but offer supporting evidence from his three children. Qualitative research methodology was employed, with Interpretative Phenomenology Analysis providing a rich insight into the learning process of each sibling. The data provided many examples of the strong influence of the Parent’s learning beliefs throughout the siblings learning data, in varying levels and degrees. Findings indicated that educators need to recognise the role of the Parents in children’s learning particularly with reference to Attribution Theory and achievement motivation. As Parental learning beliefs can directly affect the attributional behaviours of their children, this information is important for educators as they strive to motivate students to experience achievement within the school environment.

Keywords: Humanities, Teacher, Education, Music, Parents, Learning

The International Journal of Humanities Education, Volume 11, Issue 3, April 2014, pp.37-47. Article: Print (Spiral Bound). Published online: April 10, 2014 (Article: Electronic (PDF File; 539.262KB)).

Dr. Nerelee Henry

School Teacher, Monash University, Newcastle, New South Wales, Australia

Working school teacher with an interest in qualitative research, specifically the areas of achievement motivation and Attribution Theory within authentic learning environments, such as the school classroom.