The Role of Arts Participation in Students' Academic and Nonacademic Outcomes: A Longitudinal Study of School, Home, and Community Factors

Autor/inn/en	Martin, Andrew J.; Mansour, Marianne; Anderson, Michael; Gibson, Robyn; Liem, Gregory A. D.; Sudmalis, David
Titel	The Role of Arts Participation in Students' Academic and Nonacademic Outcomes: A Longitudinal Study of School, Home, and Community Factors
Quelle	In: Journal of Educational Psychology, 105 (2013) 3, S.709-727 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0032795
Schlagwörter	Foreign Countries; Elementary School Students; High School Students; Student Participation; Art Activities; Longitudinal Studies; Student Motivation; Learner Engagement; Self Esteem; Life Satisfaction; Structural Equation Models; Predictor Variables; Art Education; Achievement; Factor Analysis; Australia + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Künstlerische Tätigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schulische Motivation; Self-esteem; Selbstaufmerksamkeit; Lebensvollendung; Prädiktor; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Performance; Leistung; Faktorenanalyse; Australien
Abstract	This longitudinal study draws on positive youth development frameworks and ecological models to examine the role of school-, home- and community-based arts participation in students' academic (e.g., motivation, engagement) and nonacademic (e.g., self-esteem, life satisfaction) outcomes. The study is based on 643 elementary and high school students from 15 schools conducted over the course of 2 academic years. Structural equation modeling showed that beyond sociodemographics, prior achievement, and prior variance in outcome measures, school predictors of academic and nonacademic outcomes were arts engagement and in-school arts participation; home predictors were parent-child arts interaction and home-based arts resources; and community arts predictors were participation in and attendance at arts events and external arts tuition (the latter, a negative effect). Implications for theory, policy, funding, and practice are discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01