A Comparative Analysis of Children's Motivation in Piano Learning: The Role of Teaching Climate and Parental Involvement

Abstract

This research compares how children's motivation to learn the piano is constructed based on the teaching climate established by teachers and how parents support at home. Based on the Self-Determination Theory, the text first reviews how autonomy-supportive teaching contributes to children's intrinsic motivation in the classroom and then the ways in which supportive, controlling, and passive parental behaviours affect the intrapersonal stability of motivation outside the classroom. By comparing these two traditions of research, the paper demonstrates that teaching strategies and parental support influence motivation through different mechanisms but are functionally interconnected, and motivates children to learn the piano persistently with the support of both environments. The study further shows differences in theoretical foundation, research paradigm, and the type of interpersonal or social connection in each context. The results show that to improve children's motivation to learn the piano, teachers and parents have to collaborate, and it also suggests future research on interaction between classroom and family influences in evolving learning environments enriched with adaptive technology.