Young People's Creative and Performing Arts Participation and Arts Self‐concept: A Longitudinal Study of Reciprocal Effects

Abstract

This longitudinal study examines the relationship between young people's creative and performing arts participation (e.g., in dance, drama, film, music, visual arts) and their arts self-concept. Drawing on the positive youth development (PYD) framework and the reciprocal effects model (REM) of self-concept, a crosslagged panel design is implemented to explore the connections between arts self-concept and each of school (e.g., school-based arts instruction), home (e.g., parent-child arts interaction), and community (e.g., out-ofschool arts instruction) creative and performing arts participation. The study drew on an Australian sample of 643 elementary and high school students from 15 schools. Analyses showed that beyond the effects of socio-demographics and prior achievement, there are longitudinal associations (including reciprocal effects) between numerous forms of creative and performing arts participation and arts self-concept. Implications are discussed.

Art And Exceptionality: Addressing Art Fear And Fear Of Difference In An Introductory Art Course

“…This would suggest that general art courses should not neglect artistic self-perception as a central purpose. Mansour et al (2018) reinforce the idea that artistic self-concept positively predicts participation. Their study indicates that "active forms of participation are better placed to enhance students' arts self-concept than the more passive receptive arts participation" (p. 249).…”

Theater Arts as a Beneficial and Educational Venue in Identifying and Providing Therapeutic Coping Skills for Early Childhood Adversities: A Systematic Review of the Literature

“…We found two nonexperimental studies. The observational style of data collection that Mansour et al (2016) [I]t is worth noting that the inclusion of a TIE [theatre-ineducation] program did not detract from the children's acquisition of skills that contribute to school readiness; the scores on assessments of language, perspectivetaking, and imagination were similar for children in the intervention and comparison conditions. Thus, this study suggests that the inclusion of high-quality theatre arts curricula in early childhood education can provide young children with an entertaining and engaging preschool drama experience while providing academic supports commensurate with those of more traditional early childhood programs.…”

“…Mages (2018) does not mention any limitations within her article; however, she goes into discussion of the results and mentions that the study demonstrates the importance of implementing high-quality theater arts and drama in early childhood education (p. 235). In the Mansour et al (2016) closure, the researchers give a clear statement in regards of the limitations and provide future directions for prospective research. In expressing their suggestions to further their study, they suggest the need to possibly include objective performing and achievement arts measures and incorporating the use of instruments as a method of self-expression (p. 251).…”

Fostering Diversity in the Creative Arts by Addressing Students' Capacity to Aspire

“…This theoretical perspective has been brought to recent analyses and studies of student aspirations for higher education (see for example, Bok, 2010;Prodonovich, Perry, & Taggart, 2014) but not to students' aspirations for the arts. While a number of recent studies have examined student participation in the creative and performing arts (see Mansour et al, 2016;Martin et al, 2013), there is almost no research that focuses specifically on aspirations for careers in the arts. We could locate only two such studies, both of which were conducted with undergraduate students already enrolled in university in the United States.…”