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Personality Change Through Arts Education: A Review and Call for Further Research
[Zeitschriftenartikel]
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... mehr
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.... weniger
Thesaurusschlagwörter
Kunsterziehung; Adoleszenz; Kindheit; Selbstwertgefühl; Persönlichkeitsentwicklung; Persönlichkeit; Änderung
Klassifikation
Persönlichkeitspsychologie
Entwicklungspsychologie
Freie Schlagwörter
arts interventions
Sprache Dokument
Englisch
Publikationsjahr
2022
Seitenangabe
S. 360-384
Zeitschriftentitel
Perspectives on Psychological Science, 17 (2022) 2
DOI
https://doi.org/10.1177/1745691621991852
ISSN
1745-6924
Status
Veröffentlichungsversion; begutachtet (peer reviewed)
Lizenz
Creative Commons - Namensnennung 4.0
FörderungDiese 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).