The role of arts participation in students' academic and nonacademic outcomes: A longitudinal study of school, home, and community factors

Journal of Educational Psychology

Volumn 105, Issue 3, 2013, Pages 709-727

  Martin, Andrew J ^a   Mansour, Marianne ^a   Anderson, Michael ^a   Gibson, Robyn ^a   Liem, Gregory A D ^a   Sudmalis, David ^b  

^a UNIVERSITY OF SYDNEY   (Australia)

^b Australia Council for the Arts   (Australia)

Author keywords

Arts; Engagement; Extracurricular activity; Motivation; Self esteem

Indexed keywords

EID: 84881633686     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/a0032795     Document Type: Article

References (100)

1. Anderson, J. C., Funk, J. B., Elliott, R., & Smith, P. H. (2003). Parental support and pressure and children's extracurricular activities: Relationships with amount of involvement and affective experience of participation. Journal of Applied Developmental Psychology, 24, 241-257. doi:10.1016/S0193-3973(03)00046-7
2. Antshel, K., & Anderman, E. M. (2000). Social influences on sports participation during adolescence. Journal of Research & Development in Education, 33, 85-94.
3. Australian Curriculum, Assessment and Reporting Authority. (2012). National Assessment Program in Literacy and Numeracy, NAPLAN. Sydney, Australia: Author.
4. Bamford, A. (2006). The WOW factor: Global research compendium on the impact of the arts in education. New York, NY: Waxmann Munster.
5. Barber, B. L., Eccles, J. S., & Stone, M. R. (2001). Whatever happened to the jock, the brain, and the princess? Young adult pathways linked to adolescent activity involvement and social identity. Journal of Adolescent Research, 16, 429-455.
6. Barnett, L. A. (2006). Accounting for leisure preferences from within: The relative contributions of gender, race or ethnicity, personality, affective style, and motivational orientation. Journal of Leisure Research, 38, 445-474.
7. Barrett, M., & Smigiel, H. (2003). Awakening the "sleeping giant"? The arts in the lives of Australian families. International Journal of Education and the Arts, 4, 1-19.
8. Bartko, W. T. (2005). The ABCs of engagement in out-of-school programs. New Directions for Youth Development, 105, 109-120. doi:10.1002/yd.110
9. Benson, P. L., & Saito, R. N. (2000). The scientific foundations of youth development. Minneapolis, MN: Search Institute.
10. Bohnert, A., Fredricks, A. J., & Randall, E. (2010). Capturing unique dimensions of youth organized activity involvement: Theoretical and methodological considerations. Review of Educational Research, 80, 576-610. doi:10.3102/0034654310364533
11. Bong, M. (1996). Problems in academic motivation research and advantages and disadvantages of their solutions. Contemporary Educational Psychology, 21, 149-165. doi:10.1006/ceps.1996.0013
12. Bronfenbrenner, U. (2001). The bioecological theory of human development. In N. J. Smelser & P. B. Baltes (Eds.), International encyclopedia of the social and behavioral sciences (Vol. 10, pp. 6963-6970). New York, NY: Elsevier. doi:10.1016/B0-08-043076-7/00359-4
13. Bronfenbrenner, U. Ed.. (2005). Making human beings human: Eco-interactional developmental perspectives of human development. Thousand Oaks, CA: Sage.
14. Caldwell, L. L., & Witt, P. A. (2011). Leisure, recreation, and play from a developmental context. New Directions for Youth Development, 130, 13-27. doi:10.1002/yd.394
15. Catterall, J. S., Dumais, S. A., & Hampden-Thompsan, G. (2012). The arts and achievement in at-risk youth: Findings from four longitudinal studies. Washington, DC: National Endowment for the Arts.
16. Christenson, S., Reschly, A., & Wylie, C. (Eds.). (2012). Handbook of research on student engagement. New York, NY: Springer. doi:10.1007/978-1-4614-2018-7
17. Commonwealth of Australia. (2008). Australia 2020 Summit: Initial summit report. Retrieved February 16, 2012, from http://www.australia2020.gov.au/
18. Côté, J. (1999). The influence of the family in the development of talent in sport. The Sport Psychologist, 13, 395-417.
19. Creativity, Culture, and Education. (2012). Creative partnerships. Retrieved July 5, 2012, from http://www.creative-partnerships.com/
20. Cuypers, K., Krokstad, S., Holeman, T. L., Knudsten, M. S., Bygren, L. O., & Holman, J. (2011). Patterns of receptive and creative cultural activities and their association with perceived health, anxiety, depression and satisfaction with life among adults: The HUNT study, Norway. Journal of Epidemiology Community Health. Advance online publication. doi:10.1136/jech.2010.113571,1-6
21. Damon, W. (2004). What is positive youth development?. Annals of the American Academy of Political and Social Science, 591, 13-24. doi:10.1177/0002716203260092
22. Deasy, R. (2002). Critical links: Learning in the arts and student academic and social development. Washington, DC: Arts Education Partnership.
23. Diener, E., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The Satisfaction With Life Scale. Journal of Personality Assessment, 49, 71-75. doi:10.1207/s15327752jpa4901_13
24. Donelan, K., Irvine, C. Imms, W., Jeanneret, N., & O'Toole, J. (2009). Partnerships between schools and the professional arts sector (Paper No. 19). Melbourne, Victoria, Australia: Education Policy and Research Division, Office for Policy, Research, and Innovation, Department of Education and Early Childhood Development.
25. Dwyer, M. C. (2011). Reinvesting in arts education: Winning America's future through creative schools. Washington, DC: President's Committee on the Arts and the Humanities. Retrieved from www.pcah.gov/sites/default/files/PCAH_Reinvesting_4web_0.pdf
26. Elliott, D. (1995). Music matters: A new philosophy of music education. Oxford, England: Oxford University.
27. Ewing, R. A. (2010). The arts and Australian education: Realising potential. Australian Education Review. Camberwell, Victoria, Australia: ACER Press/Australian Council for Educational Research.
28. Farb, A. F., & Matjasko, J. L. (2012). Recent advances in research on school-based extracurricular activities and adolescent development. Developmental Review, 32, 1-48. doi:10.1016/j.dr.2011.10.001
29. Feldman, A. F., & Matjasko, J. L. (2005). The role of school-based extracurricular activities in adolescent development: A comprehensive review and future directions. Review of Educational Research, 75, 159-210. doi:10.3102/00346543075002159
30. Field, T., Diego, M., & Sanders, C. (2002). Adolescents' parent and peer relationships Adolescence, 37, 121-130.
31. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59-109. doi:10.3102/00346543074001059
32. Fredricks, J. A., & Eccles, J. S. (2008). Participation in extracurricular activities in the middle school years: Are there developmental benefits for African American and European American youth?. Journal of Youth and Adolescence, 37, 1029-1043. doi:10.1007/s10964-008-9309-4
33. Galton, M. (2008). Creative practitioners in schools and classrooms (Final report of the project: The pedagogy of creative practitioners in schools). Cambridge, England: Creative Partnerships/Faculty of Education.
34. Gerber, S. (1996). Extracurricular activities and academic achievement. Journal of Research & Development in Education, 30, 42-50.
35. Gibson, R., & Ewing, R. A. (2006). Integrating the creative arts (with INTEGRITY). Policy and Practice in Education, 12(1), 29-43.
36. Gómez, E. (2002). The ethnicity and public recreation participation model. Leisure Sciences, 24, 123-142. doi:10.1080/01490400252900112
37. Graham, J. W. (2009). Missing data analysis: Making it work in the real world. Annual Review of Psychology, 60, 549-576. doi:10.1146/annurev.psych.58.110405.085530
38. Graham, J. W., & Hoffer, S. M. (2000). Multiple imputation in multivariate research. In T. D. Little, K. U. Schnable, & J. Baumert (Eds.), Modeling longitudinal and multilevel data: Practical issues, applied approaches, and specific examples (pp. 201-218). Mahwah, NJ: Erlbaum.
39. Green, J., Martin, A. J., & Marsh, H. W. (2007). Motivation and engagement in English, mathematics and science high school subjects: Toward an understanding of multidimensional domain specificity. Learning and Individual Differences, 17, 269-279. doi:10.1016/j.lindif.2006.12.003
40. Hansen, D. M., Larson, R. W., & Dworkin, J. B. (2003). What adolescents learn in organized youth activities: A survey of self-reported develop-mental experiences. Journal of Research on Adolescence, 13, 25-55. doi:10.1111/1532-7795.1301006
41. Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London, England: Routledge.
42. Holmes-Smith, P., & Rowe, K. J. (1994, January). The development and use of congeneric measurement models in school effectiveness research: Improving the reliability and validity of composite and latent variables for fitting multilevel and structural equation models. Paper presented at the International Congress for School Effectiveness and Improvement, Melbourne, New South Wales, Australia.
43. Hoyle, R. H. (1995). The structural equation modeling approach: Basic concepts and fundamental issues. In R. H. Hoyle, Structural equation modeling: Concepts, issues, and applications (pp. 1-15). Thousand Oaks, CA: Sage.
44. Hunter, M. (2005). Education and the arts: Research overview. A summary report prepared for the Australia Council for the Arts. Canberra, Australian Capital Territory, Australia: Australian Government and Australian Council for the Arts.
45. Jöreskog, K. G., & Sörbom, D. (2006). LISREL Version 8.80 [Computer software]. Chicago, IL: Scientific Software International.
46. Kort-Butler, L. A., & Hagewen, K. J. (2011). School-based extracurricular activity involvement and adolescent self-esteem: A growth-curve analysis. Journal of Youth and Adolescence, 40, 568-581. doi:10.1007/s10964-010-9551-4
47. Larson, R. W., Hansen, D. M., & Moneta, G. (2006). Differing profiles of developmental experiences across types of organized youth activities. Developmental Psychology, 42, 849-863. doi:10.1037/0012-1649.42.5.849
48. Lerner, R. M. (2005, September). Promoting positive youth development: Theoretical and empirical bases. White paper prepared for Workshop on the Science of Adolescent Health and Development, National Research Council, Washington, DC.
49. Liem, G. A. D., & Martin, A. J. (2011). Peer relationships and adolescents' academic and non-academic outcomes: Same-sex and opposite-sex peer effects and the mediating role of school engagement. British Journal of Educational Psychology, 81, 183-206. doi:10.1111/j.2044-8279.2010.02013.x
50. Liem, G. A. D., & Martin, A. J. (2012). The motivation and engagement scale: Theoretical framework, psychometric properties, and applied yields. Australian Psychologist, 47, 3-13. doi:10.1111/j.1742-9544.2011.00049.x
51. Lubke, G. H., & Muthén, B. O. (2004). Applying multigroup confirmatory factor models for continuous outcomes to Likert scale data complicates meaningful group comparisons. Structural Equation Modeling, 11, 514-534. doi:10.1207/s15328007sem1104_2
52. Maas, C. J. M., & Hox, J. J. (2005). Sufficient sample sizes for multilevel modeling. Methodology, 1, 86-92.
53. MacCallum, R. C., & Austin, J. T. (2000). Applications of structural equation modeling in psychological research. Annual Review of Psychology, 51, 201-226. doi:10.1146/annurev.psych.51.1.201
54. Mahoney, J. L., Larson, R. W., & Eccles, J. S. (2005). Organized activities as contexts of development: Extracurricular activities, after-school, and community programs. Mahwah, NJ: Erlbaum.
55. Mahoney, J. L., Lord, H., & Carryl, E. (2005). An ecological analysis of after-school program participation in the development of academic performance and motivational attributes for disadvantaged children. Child Development, 76, 811-825. doi:10.1111/j.1467-8624.2005.00879.x
56. Mansour, M., & Martin, A. J. (2009). Home, parents, and achievement motivation: A study of key home and parental factors that predict student motivation and engagement. The Australian Educational and Developmental Psychologist, 26, 111-126.
57. Marsh, H. W. (2007). Self-concept theory, measurement and research into practice. Leicester, England: British Psychological Society.
58. Marsh, H. W., & Kleitman, S. (2002). Extracurricular school activities: The good, the bad, and the nonlinear. Harvard Educational Review, 72, 464-514.
59. Martin, A. J. (2005). Exploring the effects of a youth enrichment program on academic motivation and engagement. Social Psychology of Education, 8, 179-206. doi:10.1007/s11218-004-6487-0
60. Martin, A. J. (2007). Examining a multidimensional model of student motivation and engagement using a construct validation approach. British Journal of Educational Psychology, 77, 413-440.
61. Martin, A. J. (2008). Enhancing student motivation and engagement: The effects of a multidimensional intervention. Contemporary Educational Psychology, 33, 239-269. doi:10.1016/j.cedpsych.2006.11.003
62. Martin, A. J. (2009). Motivation and engagement across the academic lifespan: A developmental construct validity study of elementary school, high school, and university/college students. Educational and Psychological Measurement, 69, 794-824. doi:10.1177/0013164409332214
63. Martin, A. J. (2010). Motivation and Engagement Scale. Summerhill, New South Wales, Australia: Lifelong Achievement Group. Available at http://www.lifelongachievement.com
64. Martin, A. J. (2011). Prescriptive statements and educational practice: What can structural equation modeling (SEM) offer?. Educational Psychology Review, 23, 235-244. doi:10.1007/s10648-011-9160-0
65. Martin, A. J., Anderson, M., & Adams, R.-J. (2012). What determines young people's engagement with performing arts events?. Leisure Sciences, 34, 314-331. doi:10.1080/01490400.2012.687631
66. Martin, A. J., & Dowson, M. (2009). Interpersonal relationships, motivation, engagement, and achievement: Yields for theory, current issues, and practice. Review of Educational Research, 79, 327-365. doi:10.3102/0034654308325583
67. Martin, A. J., & Marsh, H. W. (2008). Academic buoyancy: Toward an understanding of students' everyday academic resilience. Journal of School Psychology, 46, 53-83. doi:10.1016/j.jsp.2007.01.002
68. Martin, A. J., Marsh, H. W., McInerney, D., & Green, J. (2009, March 23). Young people's interpersonal relationships and academic and nonaca-demic outcomes: Scoping the relative salience of teachers, parents, same-sex peers, and opposite-sex peers. Teachers College Record, 1-6. Retrieved from http://www.tcrecord.org/Content.asp?ContentId=15593
69. McInerney, D. M., Roche, L. A., McInerney, V., & Marsh, H. W. (1997). Cultural perspectives on school motivation. American Educational Research Journal, 34, 207-236.
70. Moreno, S., Bialystok, E., Barac, R. E., Schellenberg, G., Cepeda, N. J., & Chau, T. (2011). Short-term music training enhances verbal intelligence and executive function. Psychological Science, 22, 1425-1433. doi:10.1177/0956797611416999
71. Muthén, L. K., & Muthén, B. O. (2012). Mplus user's guide. Los Angeles, CA: Authors.
72. National Center for Education Statistics. (2012). National Education Longitudinal Study of 1988, NELS:88. Washington, DC: Institute of Education Sciences.
73. National Endowment for the Arts. (2012). Appropriations request for fiscal year 2013. Retrieved from http://www.arts.gov/about/Budget/NEA-FY13-App
74. O'Mara, A. J., Marsh, H. W., Craven, R. G., & Debus, R. (2006). Do self-concept interventions make a difference?. A synergistic blend of construct validation and meta-analysis. Educational Psychologist, 41, 181-206. doi:10.1207/s15326985ep4103_4
75. Organisation for Economic Co-operation and Development (OECD) Programme for International Student Assessment (PISA). (2000). Database-PISA 2000: Student questionnaire. Paris, France: OECD.
76. Oskala, A., Keaney, E., Chan, T. W., & Bunting, C. (2009). Encourage children today to build audience for tomorrow: Evidence from the Taking Part Survey on how childhood involvement in the arts affects arts engagement in adulthood. London, England: Arts Council England.
77. O'Toole, J., Stinson, M., & Moore, T. (2009). Drama and curriculum: A giant at the door. New York, NY: Springer.
78. Pavot, W., & Diener, E. (1993). Review of the Satisfaction With Life Scale. Psychological Assessment, 5, 164-172. doi:10.1037/1040-3590.5.2.164
79. Prentice, D. A., & Miller, D. T. (1992). When small effects are impressive. Psychological Bulletin, 112, 160-164. doi:10.1037/0033-2909.112.1.160
80. Raykov, T. (2009). Evaluation of scale reliability for unidimensional measures using latent variable modeling. Measurement and Evaluation in Counseling and Development, 42, 223-232. doi:10.1177/0748175609344096
81. Reimer, B. (2003). A philosophy of music education: Advancing the vision (3rd ed.). Upper Saddle River, NJ: Prentice Hall.
82. Rose-Krasnor, L., Busseri, M. A., Willoughby, T., & Chalmers, H. (2006). Breadth and intensity of youth activity involvement as contexts for positive development. Journal of Youth and Adolescence, 35, 365-379. doi:10.1007/s10964-006-9037-6
83. Rowe, K. J., & Hill, P. (1998). Modeling educational effectiveness in classrooms: The use of multilevel structural equations to model students' progress. Educational Research and Evaluation, 4, 307-347. doi:10.1076/edre.4.4.307.6953
84. Schunk, D. H., & Ertmer, P. A. (2000). Self-regulation and academic learning: Self-efficacy enhancing interventions. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 631-649). San Diego, CA: Academic Press.
85. Scripp, L. (2007). A music-in-education research case study: The Conservatory Lab Charter School-NEC Research Center "Learning through Music" Partnership (1999-2003). Journal for Music-in-Education, 1-2, 202-223.
86. Seidel, S., Tishman, S., Winner, E., Hetland, L., & Palmer, P. (2009). The qualities of quality. Understanding excellence in arts education. Cambridge MA: Project Zero, Harvard Graduate School of Education and the Wallace Foundation.
87. Shanahan, M. J., & Flaherty, B. P. (2001). Dynamic patterns of time use in adolescence. Child Development, 72, 385-401. doi:10.1111/1467-8624.00285
88. Shernoff, D. J. (2010). Engagement in after-school programs as a predictor of social competence and academic performance. American Journal of Community Psychology, 45, 325-337. doi:10.1007/s10464-010-9314-0
89. Shernoff, D. J., & Vandell, D. L. (2007). Engagement in after-school activities: Quality of experience from perspective of participants. Jour-nal of Youth and Adolescence, 36, 891-903. doi:10.1007/s10964-007-9183-5
90. Shulruf, B., Tumen, S., & Tolley, H. (2008). Extracurricular activities in school, do they matter?. Children and Youth Services Review, 30, 418-426. doi:10.1016/j.childyouth.2007.10.012
91. Snijders, T. A. B., & Bosker, R. J. (1999). Multilevel analysis: An introduction to basic and advanced multilevel modeling. Thousand Oaks, CA: Sage.
92. Theokas, C., & Lerner, R. M. (2006). Observed ecological assets in families, schools, and neighborhoods: Conceptualization, measurement and relations with positive and negative developmental outcomes. Applied Developmental Science, 10, 61-74. doi:10.1207/s1532480xads1002_2
93. United Nations Educational, Scientific, and Cultural Organization [UNESCO]. (2006). Building creative capacities for the 21st century. World Conference, Lisbon, Portugal. Retrieved March 16, 2012, from http://portal.unesco.org/culture/en/ev.php
94. Vaughn, K., & Winner, E. (2000). SAT scores of students who study the arts: What we can and cannot conclude about the association. Journal of Aesthetic Education, 34, 77-89. doi:10.2307/3333638
95. Weiss, H. B., Little, P. M. D., & Bouffard, S. M. (2005). More than just being there: Balancing the participation equation. New Directions for Youth Development, 105, 15-31. doi:10.1002/yd.105
96. World Health Organization Quality of Life Assessment Group. (1998). The World Health Organization Quality of Life Assessment (WHOQOL): Development and general psychometric properties. Social Science & Medicine, 46, 1569-1585. doi:10.1016/S0277-9536(98)00009-4
97. Winner, E., & Cooper, M. (2000). Mute those claims: No evidence (yet) for a causal link between arts study and academic achievement. Journal of Aesthetic Education, 34, 11-75. doi:10.2307/3333637
98. Winner, E., & Hetland, L. (2000). The arts in education: Evaluating the evidence for a causal link. Journal of Aesthetic Education, 34, 3-10.
99. Witt, P. A. (2002). Youth development: Going to the next level. Parks and Recreation, 37, 52-59.
100. Zell, E., & Alicke, M. D. (2009). Contextual neglect, self-evaluation, and the frog-pond effect. Journal of Personality and Social Psychology, 97, 467-482. doi:10.1037/a0015453