ABSTRACT
Previous studies have explained the relationship between parental involvement and self-regulated learning in many contexts, such as academic learning. However, recently, there have been a few studies that have explored the specific relationship between parental involvement and self-regulated learning in other contexts such as music practice. Previous studies have shown that there are many positive impacts on the intellectual, social and personal development of individuals while actively practising music. Therefore, this study aimed to examine the relationship between parental involvement and self-regulation in music practice. Parental involvement focused on two dimensions, behavioural and cognitive involvement. The respondents in this study consisted of 103 students from two music senior high schools in the Jabodetabek (Greater Jakarta) area. The data were collected using questionnaires for Parental Involvement Measure and the Self-Regulated Practice Behavior Scale. The results showed that there was a significant relationship between parental involvement and self-regulated music practice and that the behavioural involvement dimension of parental involvement has a significant relationship with self-regulation in music practice.
