Why Do We Quit Music Lessons? Part 3

Everybody Speaks Music

In today's episode, we cover the final chapters (7-13)of our 13 chapter series aiming to understand the reasons behind students quitting music lessons.
We also recommend a resource that inspired today's episode, offering a deeper dive into the subject.
https://www.researchgate.net/publication/272886402_Students_who_quit_music_lessons_recent_research_and_recommendations_for_teachers
7:Teacher Characteristics
8:Family Socioeconomic Status
9: Parental Support & Home Environment
10: Self-Efficacy, and Self-perception
11: Practicing and Achievement
12: Research Based Recommendations for Teachers
13: Additional Ways To Support A Positive Outcome For Music Students
Part 7:Teacher Characteristics

• Adults who quit lessons as children or teenagers often mention not getting along with the teacher or having a bad experience with a teacher who did not relate well to them.
• A 1984 study of 22 outstanding pianists found that different types of teachers were important at different instructional stages: a warm and stimulating teacher for the first stage, and more structured and strict teachers for the next two stages.
• It is important to match teacher characteristics to the changing requirements of learners as they reach higher levels of musical expertise, with a focus on establishing a relaxed and friendly relationship in early stages and increasing emphasis on professional dimensions at later stages.

Part 8:Family Socioeconomic Status

• Families with lower socio-economic levels are often unable to support their children's musical endeavors due to lack of time or resources.
• Studies have found that a family's socio-economic level can accurately predict high school students' retention in music programs, with students from lower socio-economic levels being less likely to re-enroll.
• Despite the challenges posed by lower socio-economic status, building a safe, nurturing, and inclusive environment for these students can lead to transformative and positive experiences for both the student and teacher.
• Teachers who take extra time to listen and connect with struggling students can impact their lives in profound ways.

Part 9: Parental Support & Home Environment

• Parental involvement and attitudes towards music have a significant impact on students' music achievement, motivation, and attitude towards learning.
• Continuous parental involvement, which is supportive without being interfering, has a positive impact on students' progress and attitude towards music.
• Providing a structured home environment for practice, communicating with the teacher, and remaining an interested audience can enhance learning outcomes such as enjoyment, motivation, satisfaction, and self-concept.

Part 10: Self-Efficacy, and Self-perception

• Students who possess a low sense of self-efficacy or have low self-perception and self-esteem are more prone to quit.
• Self-efficacy is defined as people's judgments of their capabilities to organize and execute courses of action required to attain designated types of performances.

Part 11: Practicing and Achievement

• The students who continued, interestingly, were not “perfect practicers” either. Their commitment to practicing varied during their 20-month period, but in general, they showed a stronger commitment to practicing, higher levels of reflection and self-evaluation during practice, more awareness of their progress, and a better understanding of the purpose and importance of practice than the others.