Acceso usuarios
Andrew J. Martin, Marianne Mansour, Michael Anderson, Robyn Gibson, Gregory A. D. Liem, David Sudmalis
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.
