Department of Psychology, University of Münster.
Heidelberg Institute of Global Health (HIGH), Medical Faculty and University Hospital, University of Heidelberg.
Perspect Psychol Sci. 2022 Mar;17(2):360-384. doi: 10.1177/1745691621991852. Epub 2021 Jul 20.
Education involving active engagement in the arts, herein called , 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.
教育涉及积极参与艺术活动，在此称为艺术教育，人们通常认为它可以培养儿童和青少年的理想人格特质和技能。然而，艺术教育对人格发展的影响很少被系统地研究过。在本文中，我们回顾了通过艺术教育塑造人格的文献。我们确定了 36 项合适的实验和准实验研究。这些研究的证据表明，艺术教育计划可以培养外向和尽责等人格特质，但不能培养自尊。此外，艺术教育的效果似乎在幼儿期和小学中期比青春期早期更强。然而，在为数不多的真正实验中，艺术教育有效性的证据非常有限。此外，所回顾的研究存在异质性，受到内容相关、方法学和统计方面的限制。因此，目前关于艺术教育对人格发展影响的证据还不确定。通过确定艺术教育的潜在效果和过去研究的局限性，我们的综述呼吁进行更多的研究，并为未来关于艺术教育和人格变化的研究提供指导。
