Interaction in instrumental learning: the influence of interpersonal dynamics on parents
Interaction in instrumental learning: the influence of interpersonal dynamics on parents
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DOI：
10.1177/0255761409102318
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发表时间：
2009-05-01
影响因子：
1.8
通讯作者：
Hallam, Susan
中科院分区：
文献类型：
--
作者：
Creech, Andrea;Hallam, Susan
这里报告的研究是英国一项研究的一部分，该研究调查了在学习乐器的背景下人际互动对教学和学习结果的影响。本文介绍了与父母相关的研究结果，探讨了父母与学生和家长与教师互动如何影响父母参与、自我效能和个人满意度。系统理论提供了一个框架，通过该框架，交互被解释为交流系统的产物。人际动态被概念化为控制力和反应性，并被视为参与、自我效能和个人满意度的可能预测因素。研究发现，父母的个人满意度是最容易受到人际因素影响的结果。感知到的教师领导力和家长的抱负（控制量表的基本维度）以及互惠（响应量表的基本维度）具有最大的积极影响。本文指出，家长和教师有可能在学习伙伴关系中重新构建他们的联系模式，从而（根据系统理论）影响沟通模式的变化，并有可能促进所有人的成果提高。
The research reported here forms part of a UK study that investigated the impact of interpersonal interaction on teaching and learning outcomes, in the context of learning a musical instrument. This article presents the findings relating to parents, exploring how parental involvement, self-efficacy and personal satisfaction were influenced by parent-pupil and parent-teacher interactions. Systems theory provided a framework whereby interaction was interpreted as a product of a communicative system. Interpersonal dynamics were conceptualized as control and responsiveness, and treated as possible predictors of involvement, self-efficacy and personal satisfaction. Personal satisfaction of parents was found to be the outcome most vulnerable to interpersonal factors. Perceived teacher leadership and parental ambition (underlying dimensions of the control scale), together with reciprocity (underlying dimension of the responsiveness scale) had the greatest positive effects. This article points to the potential for parents and teachers to reframe their modes of relating within learning partnerships, thus (according to systems theory) effecting change in communication patterns and potentially fostering enhanced outcomes for all.