{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,2,25]],"date-time":"2026-02-25T19:59:12Z","timestamp":1772049552150,"version":"3.50.1"},"reference-count":44,"publisher":"SAGE Publications","issue":"1","license":[{"start":{"date-parts":[[2021,9,23]],"date-time":"2021-09-23T00:00:00Z","timestamp":1632355200000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["Research Studies in Music Education"],"published-print":{"date-parts":[[2023,4]]},"abstract":"<jats:p> The quality of parental support is recognized as a crucial factor in the early stages of a student\u2019s development, and particularly in instrumental music education. At the start of 2020, the outbreak of a global pandemic crisis posed new and unprecedented challenges to education, forcing families to stay at home to prevent contagion. This investigation was conducted during the period of a COVID pandemic lockdown in Portugal. We explored whether parental support, provided during the lockdown period, was associated with their child\u2019s achievement as reported by their instrumental music teacher. For this study, 39 parent\u2013teacher dyads of first-grade students of an instrument music course were recruited from two public music conservatories. Parents supplied information on the frequency in which they provided student-support-related attitudes and actions in the home context. Simultaneously, teachers provided information about the student\u2019s achievement during the lockdown compared with the previous in-person performance period. Results indicate a strong relationship between parental support and musical achievement, with students who received higher levels of supportive parental involvement performing better than before the pandemic crisis. The findings are discussed in relation to the importance of parental involvement in a child\u2019s instrumental music education. <\/jats:p>","DOI":"10.1177\/1321103x211033794","type":"journal-article","created":{"date-parts":[[2021,9,23]],"date-time":"2021-09-23T13:43:43Z","timestamp":1632404623000},"page":"211-226","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":6,"title":["Musical achievement during a lockdown: The parental support miracle"],"prefix":"10.1177","volume":"45","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-9960-2201","authenticated-orcid":false,"given":"Ant\u00f3nio","family":"Oliveira","sequence":"first","affiliation":[{"name":"Universidade Cat\u00f3lica Portuguesa, HNL, CEDH, Porto \u2013 Portugal"}]},{"given":"Gary","family":"McPherson","sequence":"additional","affiliation":[{"name":"Melbourne Conservatorium of Music, The University of Melbourne, Australia"}]},{"given":"Lu\u00edsa","family":"Mota Ribeiro","sequence":"additional","affiliation":[{"name":"Universidade Cat\u00f3lica Portuguesa, CEDH, Porto \u2013 Portugal"}]},{"given":"Patr\u00edcia","family":"Oliveira-Silva","sequence":"additional","affiliation":[{"name":"Universidade Cat\u00f3lica Portuguesa, HNL, CEDH, Porto \u2013 Portugal"}]}],"member":"179","published-online":{"date-parts":[[2021,9,23]]},"reference":[{"key":"bibr1-1321103X211033794","doi-asserted-by":"publisher","DOI":"10.30659\/pendas.7.2.68-83"},{"key":"bibr2-1321103X211033794","volume-title":"The influence of music on the home, school, and community. 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