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Personality Change Through Arts Education: A Review and Call for Further Research
[journal article]
Abstract Education involving active engagement in the arts, herein called arts education, is often believed to foster the development of desirable personality traits and skills in children and adolescents. Yet the impact of arts education on personality development has rarely been systematically investigated... view more
Education involving active engagement in the arts, herein called arts education, is often believed to foster the development of desirable personality traits and skills in children and adolescents. Yet the impact of arts education on personality development has rarely been systematically investigated. In the current article, we reviewed the literature on personality change through arts education. We identified 36 suitable experimental and quasi-experimental studies. Evidence from these studies tentatively suggests that arts-education programs can foster personality traits such as extraversion and conscientiousness but not self-esteem. In addition, the effects of arts education appeared to be stronger in early and middle childhood than in preadolescence and early adolescence. However, the evidence for the effectiveness of arts education was very limited among the few included true experiments. Furthermore, the reviewed studies were heterogenous and subject to content-related, methodological, and statistical limitations. Thus, the current evidence base is inconclusive as to the effects of arts education on personality development. By identifying potential effects of arts education and limitations of past research, our review serves as a call for more research and guidepost for future studies on arts education and personality change.... view less
Keywords
modification; personality development; childhood; self-esteem; adolescence; personality; art education
Classification
Personality Psychology
Developmental Psychology
Free Keywords
arts interventions
Document language
English
Publication Year
2022
Page/Pages
p. 360-384
Journal
Perspectives on Psychological Science, 17 (2022) 2
DOI
https://doi.org/10.1177/1745691621991852
ISSN
1745-6924
Status
Published Version; peer reviewed
Licence
Creative Commons - Attribution 4.0
FundingDiese Arbeit wurde durch das Bundesministerium für Bildung und Forschung (BMBF) gefördert (Förderkennzeichen: KBGESIS001). / This work has been funded by the Federal Ministry of Education and Research of Germany (BMBF) (grant no.: KBGESIS001).