A Study on Chinese Students' Piano Learning Motivation and Parental Expectations

Abstract

Shandong Province, known as a major center for the arts in China, has seen a continuous increase in the number of students learning piano each year, both in amateur institutions and professional conservatories. Parents have placed growing importance on piano education, particularly focusing on their children's learning motivation and achievements. Moreover, the collaboration between parents and teachers has significantly improved, with both parties closely monitoring students' progress and development. In the process of professional music education, paying attention to students' learning motivation and parental expectations holds special significance for the development of piano education in Shandong Province. This study aims to explore in depth the value system of learning motivation and expectations within the teaching process, ultimately promoting sustained learning and enhancing educational achievements. Learning motivation is a goal-driven attitude formed within an educational environment, reflecting a student's engagement in learning. Extending from this concept, learning motivation, self-determination, and parental expectancy-value theory suggest that the family environment plays a crucial role in shaping piano education outcomes. A comprehensive study of the relationship between learning motivation and parental expectations will provide valuable insights into the development of piano education in Shandong Province.