In recent years, the role of parents in elementary education has received increasing attention, especially in music education. Based on Vygotsky’s theory of ZPD, this study aims to assess how parental involvement and support influence the music education outcomes of elementary school students in Nanjing. It explores the effects of parental involvement on the music achievement and interest of elementary school students in Nanjing and attempts to reveal the underlying mechanisms of parental support. Data from 150 parent and student participation questionnaires were collected through a questionnaire format. The parent questionnaire assessed the frequency and form of their participation in music education, while the student questionnaire assessed interest in music and their perceived level of parental support. Combining descriptive statistics, correlation and moderated effects analyses, and analysis of variance, the results showed that active parental involvement was significantly and positively associated with student achievement and interest in music learning. Parents’ active involvement in their children’s music learning resources can go a long way in stimulating their children’s interest in music learning. The study suggests that active parental involvement can significantly improve music education outcomes for elementary school students. This finding provides strong support for the practice of parental involvement in music education and relevant recommendations for educational policymakers to further promote home-school collaboration in music education. This study contributes to the enrichment of the regionality and diversity of international music education research by providing specific data from the Nanjing region, which provides an important reference value for subsequent research and policy development.
Wan et al. (Mon,) studied this question.