HRMARS - Despite the global proliferation of piano education particularly the "piano craze" in regional China student attrition remains significantly high during the intermediate years. While existing research highlights the importance of intrinsic motivation, a practical disconnect often exists between high parental expectations and the lack of structured scaffolding strategies for home practice. This systematic review synthesizes global and regional literature (2021–2026) to investigate how family socialization agents and pedagogical support mechanisms influence children's piano learning outcomes and persistence. Following PRISMA guidelines, 50 peer-reviewed sources were analyzed using a thematic synthesis approach. The review integrates Self-Determination Theory (SDT), the Four-Phase Model of Interest Development, and sociocultural scaffolding frameworks. Results indicate that parental influence is the dominant motivational driver for early adolescents (ages 9–13), while teacher-provided autonomy support and self-efficacy become decisive factors for long-term persistence. In the Chinese context, hybrid feedback, combining quantitative data with humanistic metaphor is found to be significantly more effective than traditional directive correction. Furthermore, "Good Quality" motivational profiles (purely autonomous) are identified as critical buffers against the "cost" of performance anxiety and burnout. The review identifies a critical research gap in validated, culturally sensitive instructional designs for parents. We propose the development of a Parental Motivation Module (PMM) using the ADDIE framework to bridge the classroom-home gap, fostering a more equitable and sustainable music socialization process in regional centers like Anyang.
Yalan et al. (Thu,) studied this question.