Main Article Content
The socio-economic status of parents is directly related to parents' participation in activities related to their child's music learning. However, there is insufficient evidence on the impact of parents' socio-economic status on music learning activities and children's choice of instruments. The aim of this study was to investigate the effect of socio-economic status of parents on their participation in their children's music learning and children's entertainment with music-related activities. This study examined the value and extent of parental involvement from the perspective of 157 parents with children between 3 and 12 years old, enrolled in music classes in Tehran. The main tool for collecting information required for the research was a questionnaire. Descriptive statistics were used to collect the quantitative data of the questionnaires and the collected data were analyzed using SPSS and Excel statistical software. In addition, children from families with high socio-economic status are more involved in music learning activities. As this study shows, the socio-economic status of parents has a significant impact on their children's participation, perspective and interaction. Therefore, educators should pay more attention to children's backgrounds in order to provide appropriate guidance and support based on the needs of each student and their parents. A more regular communication and interaction between the teacher, the student and the parents about the challenges they face and their expectations will help increase children's learning of music.